"an unprecendented number of European Development NGOs have come together from all the major networks, national NGOs and NGO platforms from 27 EU countries to produce this report under the umbrella of CONCORD". There have been 2 Aid Watch
g reports edited so far. " This report is art of a broader initiative by a range organisations and networks under the umbrella of CONCORD, the European Confederation of development and relied NGOs, to monitor and advocate on European Aid. This initiative includes an annual seminar on aid quantity and quality, and capacity building for newer EU member states as well as ongoing tracking and advocacy on European aid in all EU member countries. This initiative contributes to the Global Call to Action Against poverty mobilisation.

Development Education is a continuum from awareness raising to mobilisation of citizens, covering different kinds of activities, depending on the countries. Development education covers awareness raising, campaigning, advocacy and training. Awareness raising or behavioural change are often strategies that people use to start their action around an issue. They are both used to achieve a range of different changes to combat the spread of HIV/AIDS, gain rights for marginalized groups, empower young people and bring about political changes. Awareness raising strategies aim to increase people's knowledge and change their attitude towards a particular issue. Often it is hoped that it will lead to a positive change in behaviour. However, awareness raising strategies that only involve presenting information do not achieve change in behaviour. 5 main strategies to raise awareness or change behaviour:

1. workshops, conferences, seminars and forums
2. peer education
3. campaigning
4. creative action for change
5. technology platforms for change

Candide is the name of the naive protagonist of  Voltaire's novel " CAndide, ou l'optimiste"."In each working group of the DESS 2008 there will be a candide, or critical observer. The candides are reprensetatives of th eseveral players/stakeholders who influence the political process )political parties, political foundations, public institutions, local/national/supranational governmental bodies=. While remaining external to the learning process, they will challenge the participants on their stereotypes, knowledge of and way of influencing political processes with apparently naive questions and critical remarks

The concept refers to direct ways in which citizens influence and exercise control in governance; it is a merge of the "social project" perspective on participation and on the political one. The new implication of citizenship participation can be observed at the local level, where grassroots interact with those of governance and the state. The limits on the citizenship participation can be surmounted through "participatory planning, citizen education and awareness building, and training and sensitising of local officials

CONCORD is the European NGO Confederation for Relief and Development. Its 19 international networks and 22 national associations from the European Member States and the candidate countries represent more than 1600 European NGOs vis-à-vis the European institutions. The main objective of the Confederation is to enhance the impact of European development NGOs vis-à-vis European institutions by combining expertise and accountability. CONCORD leads reflection and political actions and regularly engages in dialogue with the European institutions and other civil society organisations. www.concordeurope.org

CoE is an intergovernmental institution, created in 1949, currently, it sums up 47 members (plus one applicant country) and five observers. Its aims are:

• "to protect human rights, pluralist democracy and the rule of law"
• to promote awareness raising and encourage the development of Europe's cultural identity and diversity
• to find common solutions to the challenges Europe's society is facing, such as discrimination against minorities, xenophobia, intolerance, bioethics and cloning, terrorism, trafficking in human beings, organised crime and corruption, cyber-crime, violence against children
• to consolidate democratic stability in Europe, by backing political, legislative and constitutional reform

The ministers of the Member States meet within the Council of the EU, depending on which issue is discussed. The presidency of the Council is assumed for 6 months by each member state, on a rotational basis, from January to June, and from July to December. The Council is the main decision-making body of the EU It coordinates the broad economic policies and the police and judicial cooperation in criminal matters; it is responsible for the Common Foreign and Security Policy (CFSP); it represents the EU in concluding international treaties ant it adopts the EU budget (it decides on the compulsory expenditure, while the Parliament has the final word on the non-compulsory expenditure). The Council is joined by the European Parliament for legislation that needs the co-decision procedure. The Council differs from the "European Council" (which is the name given to the meetings between the Head of governments and prime ministers of the member states, joined by the President of the Commission, in order to set up the general political guidelines for the EU, Foreign Affairs and other ministers may participate if invited).

CSCG comprises eight large NGO sectors concerned with the following rights and values: culture, environment, education, development, human rights, public health, social and women; the EU workers' union (ETUC) has the statute of observer. The European NGO networks represent "hundreds of thousands of associations accross the EU, linking the national with the EUropean level", and has been active since 2002. It s objective is to "encourage and promote a transparent and structured civil dialogue taht is accessible, properly facilitated, inclusive, fair and respectful of the autonomy of NGOs" The vision behind the EU CSCG is one of a EU which:

• is built upon and promotes the European social model and the international rule of law
• is close to its citizens, respects and reflects the diversity and equality of all people living in Europe
• builds an institutional framework which is truly effective, democratic and participatory, transparent and accessible, and develops the role of Europe in the world as a positive and stabilizing force

The term refers to the wide array of non-governmental, non-profit-making organisations, networks and voluntary associations that have a presence in public life, expressing the interests and values of their members or others, based on ethical, cultural, political, scientific, religious or philanthropic considerations. A characteristic of these organisations is that they exist outside of the state or market, maintain a degree of autonomy and independence and have the potential to provide alternative views, policies and actions to those promoted by the state and the market.

The Development Assistance Committee (DAC) ois one of the 200 committees through which the Organisation for Economic Co-operation and Development (OECD) does its work; this committee is the main body which deals with development cooperation. DAC is a key forum of major bilateral donors. They work together to increase the effectiveness of their common efforts ti support sustainable development. The work of teh DAC is supported by the Development Co-operation Directorate (DCD), which is often referred to as the DAC Secretariat. DAC focuses on the following issues:

• how international development cooperation contributes to the capacity of developing countries to participate in the global economy;
• the capacity of people to overcome poverty and participate fully in their societies.

Very simplistically put, the term refers to the collaboration and coordination between various institutional and civil actors which are active within the development areas. In 2005" over one hundred Ministers, Head of Agencies and other Seniors Officials, adhered and committed their countries and organisations to continue to increase efforts in harmonisation, alignment and managing aid for results with a set of monitorable actions and indicators "The Paris declaration". The Paris declaration establishes five "key principles" in development cooperation ("ownership, alignment, harmonisation, managing for results, and mutual accountability"), it sets up twelve "indicators of aid effectiveness" to be monitored and it strengthens the transparency and accountability mechanisms. Within the European Union, development cooperation is a shared competence between the European Community and the Member States, the Community's policy is complementary to those of the Member States. In the Treaty establishing  the European Community (Title XX, Development Cooperation), this subject is specifically mentioned between the general objectives of the Community's policies: Article 177 states:

1. Community policy in the sphere of development cooperation which shall be complementary to the policies pursued by the member states shall foster: the sustainable economic and social development of the developing countries and more particularly the most disadvantaged of them; the smooth and gradual integration of the developing countries in the world economy; the campaign against poverty in the developing countries.
2. Community policy in this area shall contribute to the general objective of developing and consolidating democracy and the rule of law, and to that of respecting human rights and fundamental freedoms;
3. The Community and the Member states shall comply with the commitments and take account of the objectives they have approved in the context of the United Nations and other competent International Organisations.

DG Development's mission is to "help reduce and ultimately to eradicate poverty in the developing countries through the promotion of sustainable development, democracy, peace and security". DG Development (DG DEV) strives to fulfil its aims through "initiating and formulating the Community's development cooperation policy for all developing countries, as defined in Title XX of the Treaty establioshing the European Community" and "coordinating the Community's relations with the Sub-Saharan African, Carribean and Pacific Countries (ACP), including the African Union, the regional economic communities, as well as the overseas countries and territories". Its policies and strategies of delivering help are taken into account by EuropeAid

More developed regions: they comprise all regions of Europe, Northern America, Australia, New Zeland and Japan. Less developed regions: they comprise all regions of Africa, Asia (excluding Japan), Latin America and the Caribbean, as well as Melanesia, Micronesia and Polynesia. Least developed regions: the groups of least developed countries as defined by the United Nations General Assembly in  2003 comprises 50 countries, of which 34 are in Africa, 10 in Asia, 1 in Latin America and the Caribbean, and 5 in Oceania. These countries are also included in the less developed regions. The list of LDCs is reviewed every 3 years by the Economic and Social Council of the UN, in the light of recommendations made by the Committee for Development Policy. The criteria underlying the current list are:

1. a low income criterion
2. a human asset criterion (nutrition, health, school enrolment and literacy)
3. an economic vulnerability criterion (natural shocks, trade shocks, exposure to shocks, economic smallness and economic remoteness).

Acronym of: European Commission The Commission is independent of national governments. Its mission is to represent and uphold the interests of the EU as a hole. It drafts proposals for new European laws, which it presents to the European Parliament and the Council.

Acronym of: European Parliament

EYO is a unique forum designed to actively engage young people in the moulding of their future society; it is a non partisan and independent educational project which is tailored entirely to the needs of the young European citizens. EYP is one of the largest European platform s fro political debate, inter-cultural encounters, political educational work and the exchange of ideas among young people in Europe. It comprises 32 European associations with thousands of young people active in an honorary capacity

The EU's financial perspective defines the framework for the Community's budget priorities over a period of several years. It describes over different budget headings the maximum amounts (ceilings) of commitments appropriations (financial commitments) for each year. It is not a fixed multi-annual budget per se. The annual budget procedure still determines the actual level of expenditure and the breakdown between the various budget headings.

As one of the eight Millennium Development Goals (MDGs), gender equality is " first and foremost, a human right". It refers to the "equal rights, responsibilities, ans opportunities of women and men and girls and boys". "Equality does not mean that women and men will become the same but that women's and men's rights, responsibilities and opportunities will not depend on whether they are born male or female. Gender implies that the interest, needs, and priorities of both men and women are taken into consideration while recognizing the diversity of different groups of women and men. The United Nations' Office of the Special Advisor on Gender Issues, highlights that equality between men and women is seen as a human rights issue and as a pre-condition for, and indicator of, sustainable people-centred development.

GENE is a European network of national agencies for the support, co-ordination, and/or funding of global education in Europe. Facilitated by the North-South Centre, it includes Austria (KommEnt),  the Czech Republic (Development Centre/ Institute of International Relations), Finland (Ministry of Foreign Affairs and National Board of Education), Germany (InWent), Ireland (Devlopment Cooperation Ireland), Netherlands (NCDO), Norway (Rorg and the Ministry of Foreign Affairs), Poland (Polish Humanitarian Organisation), Portugal (IPAD and CIDAC), Slovenia (Ministry of Education, Science and Sports), Switzerland (Foundation Education and Development) and the UK (DEA).

Global citizenship goes beyond simply knowing that we are citizens of the globe to an acknowledgement of our responsabilities both to each other and to the earth itself. Global citizenship is about understanding the need to tackle injustice and inequality, and having the desire and ability to work actively to do so. It is abot valuing the Earth as precious and unique, and safeguarding the future for those coming after us. Global citizenship is a way of thinking and behaving. It is an outlook on  life, a belief we can make a difference. A global citizen is someone is aware of the wider world and has a sense of their own role as a world citizen; respects and values diversity; has an understanding of how the world works economically, politically, socially, culturally, technologically and environmentally; is outraged by social injustice; participates in and contributes to the community at a range of levels from local to global; is willing to act to make the world a more sustainable place; takes responsibility for their actions. www.oxfam.org.uk/coolplanet/teachers/globciti/whatis.htm

Global Civil Society as the new phenomenon in this era of globalization is the associational activity of citizens at a trans-national and sometimes a global level, particularly for advocacy purposes. Global Civil Society can take three forms. The first comprises international organisations, such as the environmental group, the international trade secretariats, and Consumers International. These have international boards for key decision-making and accountability and secretariats for implementing the international work program. The second comprises networks and CSOs. These can be either formal confederations, such as Oxfam International, or informal networks. Also included are the recent international inter-religious networks. The third form of global civil society comprises the trans-national social movements, such as the women's movement and the "anti-globalisation" movement.

The global dimension incorportes the key concepts of global citizenships, conflict resolution, diveristy, human rights, interdependence, social justice, sustainable development and values and perceptions, It explores the interconnections between the local and the global. It builds knowledge and understanding., as well as developing skills and attitudes. Incorporating the global dimension into school curricula implies that the content of what is taught is informed by international and global matters, so preparing pupils to live their lives in a global society

Global education is education taht opens people's eyes and minds to the realities of the world, and wakens them to bring about a world of greater justice, equity and human rights for all. Global education is understood to encompass Development education, human rights education, education for sustainability, education for peace and conflict prevention and inter-cultural education; being the global dimension of education for citizenship.

The Maastricht Congress from 2002 issued this declaration "a policy framework for increasing and improving GE in Europe to 2015". The signatories of this document committed themselves to:

• Take forward the process of defining Global Education and ensuring that a rich diversity of experience and perspectives  (e.g southern, minorities, youth and women's perspectives) is included at every stage.
• Develop, in cooperation with the competent authorities and relevant actors (or build on existing, national action plans, starting now and to 2015, for increased and improved Global education towards the target date of the Millennium Development Goals.
• Increase funding for Global Education
• Secure the integration of Global Education perspectives into education systems at all levels
• Develop, or where developed, improve and increase national structures for funding, support, co-ordination and policy making in Global Education in all Council of Europe member states, as appropriate to national conditions.
• Develop, or where developed improve strategies for raising and assuring the quality of Global Edcuation
• Increase support for regional, European and international networking of strategies for increased and improved Global Education; between policy makers and practitionners
• Test the feasibility of developing a peer monitoring/peer support programme, through national Global Education reports, and regular peer review, in a 12-years frame
• Contribute to the follow -up to the World Summit on Sustainable Development and to the preparations for the United Nations Decade for Education and Sustainable Development.

Non-Governmental Development Organisation

The European Centre for Global Interdependence and Solidarity, better known as the North-South Centre, was established in 1989 by the Council of Europe to encourage North-South co-operation and solidarity and to improve education and information on the ties of interdependence that bind the world's inhabitants.

Acronym of: National Platform

The term "Non State Actors" can comprehend various assemblies which ahve commonalities as "independence from state" and "voluntarism" to gather and act in concert for common interests. NSAs can refere to:

• Civil society organisations
• Social partners (including trade unions)
• Independent political foundations
• Youth organisations
• Academic institutions

The OECD brings together the governments of countries committed to democracy and the market economy from around the world. Its mission is to support sustainable economic growth, boost employment, raise living standards, maintain financial stability, assist other countries' economic development, contribute to growth in world trade.

All the learning which is guided and planned by the school, whether it is carried on in groups or individually, inside or outside the school. OR An educational plan that spells out which goals and objectives should be achieve, which topics should be covered and which methods are to be used for learning, teaching and evaluation.

It has not yet been agreed on a standard definition of this concept; its exact meaning is debatable and mostly understood as in opposition to "social exclusion". One of the definitions with clear link to the development area is the following: "Social inclusion is the process by which efforts are made to ensure that everyone, regardless of their experiences and circumstances, can achieve their potential in life. To achieve inclusion, income and employment are necessary, but not sufficient. An inclusive society is also characterised by a striving for reducing inequality, a balance between individual rights and duties and increased social cohesion"

The term refers to "any person, group or organization that can place a claim on an organization's attention, resource or output, or is affected by that output". The stakeholders are a vital part of a project: they could be "end users or clients, the people from whom requirements will be drawn, the people who will influence the design or the people who will benefit from the completed project".

It is a project funded by the European Commission, which overall objective is to strengthen Development Cooperation through the full integration of NGDOs from New Member States and Accession Countries into CONCORD and other European Networks. More information: www.trialog.or.at

The European Youth Forum is an assembly of more than 90 National Youth Councils and International Non Governmental Youth Organisations, which are federations of youth organisations in themselves; it was set up entirely by youth organisations on principles such as representation, internal democracy, independence, openness and inclusion. Its mission is to represent and advocate for the needs and interests of all young people in Europe, through their positive and active participation.