1. FRA project on the Holocaust and Human Rights Education (2006-2012)

2. EU Agency for Fundamental Rights EU Agency Mandate: evidence based advise on fundamental rights to EU institutions and EU MS. FRA works on a basis of annual work programmes and multiannual framework (adopted by EU Council). Geographical scope: EU Member States and EU accession countries Seat: Based in Vienna

3. Project Outcomes Provide evidence base for policy makers on link between Holocaust education and human rights education (Citizenship Programme; Key Competences for Lifelong learning; ) Create Community of practitioners (teachers, memorial sites) the Holocaust and Human Rights Education. Provide opportunities to stimulate reflection, develop and apply methodology and share practices on the Holocaust and Human Rights Education.

4. Project Outputs (1) Research Report Discover the Past for the Future: The role of historical sites and museums in Holocaust and human rights education in the EU (January 2010)Discover the Past for the Future: The role of historical sites and museums in Holocaust and human rights education in the EU Handbook for Teachers on Holocaust and Human Rights Education at original sites and in museums (November 2010) Handbook for Teachers on Holocaust and Human Rights Education at original sites and in museums (2) Human rights education at Holocaust memorial sites across the European Union: An overview of practices (2) Human rights education at Holocaust memorial sites across the European Union: An overview of practices (October 2011) (3) Toolkit on Holocaust and Human Rights Education (3) Toolkit on Holocaust and Human Rights Education (project with Yad Vashem) (09 November 2011) (4) Evaluation and Final Conference (2012)

5. (5) Community of practitioners (teachers, memorial sites, museums, policy makers, young people, experts – link to International Task Force on the Holocaust Education, Remembrance and Research) International Task Force on the Holocaust Education, Remembrance and Research FRA, EC and Terezin Memorial conference on the Holocaust and Human Rights Education (19-20 October 2010)FRA, EC and Terezin Memorial conference on the Holocaust and Human Rights Education FRA, EC and Anne Frank House conference on the Holocaust and Human Rights Education (20-21 October 2011)FRA, EC and Anne Frank House conference on the Holocaust and Human Rights Education FRA, EC and Danish Institute for International Studies conference on the Holocaust and Human Rights Education (26-27 April 2012)FRA, EC and Danish Institute for International Studies conference on the Holocaust and Human Rights Education

6. "Visits to memorial sites can provide a broader understanding of what human rights are. They help you to understand how important it is to create a world with room for everyone." Student, Denmark FRA research report “Discover the past for the Future”.

7. Active participation promotes learning Students want to make active progress in their search for knowledge. Asking students to examine a particular area or theme of the site themselves is one way of getting them to work using their own level of knowledge and involvement, encouraging them to be active and have some control over the learning. Diversity within classroom gets addressed through participatory discussion.

8. What do teachers and students say? Visiting historical sites is a powerful and meaningful experience. Holocaust education should incorporate historical facts and issues relating to ethics and human values. Importance of bringing up the significance of human rights. Visits to historical sites help gain insight into the Holocaust. Teaching needs to be based on a multi-perspective view of history. It is important to create possibilities for discussion, exchange of view and reflection.

9. “Human rights education at Holocaust memorial sites across the European Union: An overview of practices” provides: Visits to original sites and historical museums offer unique learning opportunities. Preparation and follow-up are essential. Before the visit it is important for students to have understood the general historical context and the context of the particular site. During the visit, students need to feel secure and informed by understanding the main idea behind their particular visit. After the visit follow-up work and reflection will enable students to develop and review the knowledge and attitudes they had when they started this work.

10. Handbook for teachers “Excursion for the past, teaching for the future” provides : Reflection on linking the Holocaust with human rights issues. A human rights timeline. Historical information. Discussion of patterns of ideological continuity. Discussion of how to structure visits, how to deal with the authenticity and historicity of sites, and the emotional aspects. Discussion of importance of dealing with the individuals behind the historical statistics and examples on how this can be done. Information on how to get young people involved taking into account the ethnic diversity of classrooms.

11. Project results -Informed the European Commission work in the area of Remembrance and antisemitism. -Established network on the Holocaust and Human Rights Education. -Held professional development seminars. -Video conferences with students. -Partnered with key authorities in the field of Holocaust education, remembrance and research and Human Rights Education. -Conducted research and analysis – which lead to evidence based advise to policy makers -Produced 2 practical Handbooks. -Evaluation to be still conducted in 2012… -Follow up to be defined.

12. Thank you for your attention! For more information or publications www.fra.europa.eu or contact us at information@fra.europa.eu