List of NGOs
The Centre is a non governmental, non partisan,non profit and neutral organisation centre based in Reykjavik,Iceland.It is a humanitarian organisation that works to assist the most deprived, most needy,the most deprived and the voiceless both home and abroad. It is legally registered in accordance with Icelandic law.We raise awareness and bring to focus the fact that various societal influences are often the biggest obstacles and barriers that prevent us from seeing the reality. We make it known that we have to free ourselves of these obstacles to avoid racism,discrimination,hatred,misunderstanding and prejudices. We oppose segregation and welcome integration and inclusion in the real sense of the word.We also keep track on government policies on immigration and refugees to be able to lobby,propose and implement necessary changes
NGO "Lifestory" works on the border between social researchers, scholars and the community, uniting professional researchers in oral history and volunteers. The association unites over 60 active members, who participate in fieldwork, workshops and training seminars. The cooperation between researchers and members of society has already resulted in the creation of the Latvian Oral History Archive. This collection consists of more than 4 500 life stories/biographic interviews – many of these life stories have been documented in the Latvian communities abroad, as well as in the ethnic communities in Latvia. We provide resources to all fields of academic research - sociology, social and cultural anthropology, linguistics, cultural and social history, ethnology, folklore, psychology, and it is also open for the wider community. The important task of the Association is to promote the skills and competence of its members in the form of adult education – learning and teaching interview work and biographical research methodology. The oral history collection gives a voice and a sense of empowerment to individuals, ethnic groups, and minorities, and helps them define their place in society and history.
The main areas of program activity of the Kashubian Folk University (KFU) focus on civic education, cultural (regional and intercultural) education and ecology. These are the pillars of almost all KFU’s educational and cultural activities, resulting both from tradition and the real challenges of the modern world. The general goal of KFU is to prepare students to be creative, aware citizens who care about their own development and development of the community they co-create. Perhaps the most important task since the establishment of the KFU is civic education. The social competences obtained by students in the KFU are an important complement to other competences (eg professional). Their usefulness is particularly visible in these periods when societies face new challenges related to democratization of public life, building a local community, etc. Many initiatives with which KFU appears every year testify to efforts to best fulfil this traditional KFU duty to the local and regional community. The Kashubian Folk University, preparing individual initiatives, thus maintains close ties with poviats and communes, listening to the needs of the communities concerned and animating training in the field of broadly understood civic education. Over the years, the institution has carried out many projects focused on the issues of local self-government and building the structures of a democratic state. In the last decade, KUL also dealt with the issue of improving journalist staff for the local press. The second of the most important tasks of the Kashubian UL is regional and intercultural education. It is associated with the necessity of constantly pointing to the need to live in harmony with the tradition of the region, but also to instill respect for and creatively multiply the achievements of communities living in the area of our Little Homeland. The KFU for years organizes artistic plein-airs, courses for non-professional artists, concerts, performances, annual folk ritual workshops, mediates in the exchange of artistic groups of the region with others, etc. Workshops supporting the disappearing fields of folk art are particularly strongly supported. Thanks to this, still vivid in the region are: embroidery, wood carving, weaving, pottery, plaiting or kinking. As a result, the facility succeeded, among others reactivate traditional Kashubian painting on glass. In its educational activities related to regional and intercultural culture, KUL seeks to combine tradition with modernity. The third pillar of the KUL's educational activity is ecology. On the one hand, this is due to the tradition of folk universities, where the necessity of living in harmony with nature has always been stressed. On the other - the facility is located in the Polish region, where significant areas of nature have been saved from degradation. Therefore, the activities in this area are focused mainly on creating a universal program of knowledge about the environment, shaping friendly attitudes towards nature and propagating pro-ecological ideas.
SYMPA was founded in 2007 in cooperation with the Swedish organization SIPU International (now FCG Sweden) with an aim of creating a community of young professionals able to effect change in public administration in a future democratic Belarus. SYMPA’s mission is to create and support channels of communication for public administration professionals and keep them informed about principles and practices of modern good governance, to involve the target groups in educational and exchange programmes in order to build their capacity in public administration and instill the value of civil participation, and to conduct research in the field of public administration. We work to improve the quality of public procurement, to increase participation in decision making at the local level, and to increase transparency and accountability in public spending. Research in public administration in Belarus is one of SYMPA’s strategic directions. For this reason, BIPART - Belarusian Institute for Public Administration Reform and Transformation was established in 2011 as SYMPA’s research branch. BIPART’s mission is to promote the reform of the public administration system in Belarus in accordance with modern principles and practices. BIPART unites people interested in improving the quality of governance in Belarus. SYMPA is a member of NISPAcee and the OECD Global Network of Schools of Public Administration.
Network of Estonian Nonprofit Organizations, NENO (or Vabaühenduste Liit in Estonian) is the single and largest Estonian organization uniting public benefit nonprofit organizations. NENO is an advocacy organization focusing on a sustainable civic space and additionally to that we also focus on capacity building and civic awareness. NENO is a membership organization created for the implementation and protection of the common interest of Estonian public benefit nonprofits. NENO currently (Oktober 2018) unites 101 active and operational public benefit nonprofit organizations in Estonia from all fields, both associations and foundations. At the same time, our information network involves approx. 4000 organizations. NENO’s mission is to give voice to and advocate on behalf of Estonian public benefit organizations and its work is dedicated to the development and promotion of civic action and civil society in Estonia.
The Adult Non-formal Education Center Azote is the foundation of the NGO "Ritineitis". The center's "Azote" functions include not only educational functions, but also functions of promoting culture, motivation for job search, social mentoring and others. The main objectives of NGO Ritineitis and ANEC Azote: To broaden the opportunities for individuals to achieve the necessary education and professional qualifications, thus contributing to the development of lifelong learning (providing of computer, English, German, Russian,Job Motivation e.t.c. courses) To organize activities in the arrangement and preservation of the natural and cultural heritage ; To provide support for children, young people, pensioners and people with special needs in promoting their access to the environment, improving their knowledge, skills and abilities, raising their self-esteem; To increase the competitiveness of business both on a regional and international scale, to promote access to international outlet markets and to promote the development of qualitative human resources and attracting of these resources to companies, social mentoring; To develop entertainment, sports, recreation and introduction - interactive communication - spheres; To promote the active participation of Balvi residents in raising the overall standard of living by uniting the Balvi region community - its economic, political, cultural and sporting, scientific and social resources and forces for the development of the Balvi region and Latgale, as well as to promote public support and participation in the work of the Organization. To promote the economic security of the society and the development of democracy, knowing itself as an integral part of the European Union; To cooperate with similar organizations in Latvia, EU Member States and partner countries, as well as in other countries, which are not incompatible with the objectives of the organization; To cooperate with local government institutions, government institutions of Latvia, as well as Latvian representations abroad; To attract financial resources for the implementation of the organization's goals. There are four office workers- manager of ANEC Azote and three project managers , as well as about 40 teachers and lecturers who works periodically. Although the training center has not been established long ago, it has employees with a rich experience in implementing of international projects like Grundvig, Comenius, Nordplus and Erasmus +.
Copenhagen K, Denmark
The Efterskole Association is a NGO for the 250 efterskoles in Denmark. The Efterskole is a unique Danish residential school, where students from the ages of 14 to 18 can choose to spend one, two or three years to finish their primary education. For general information about the Danish school system, please see this publication by the Danish Minisry of Education Each efterskole is a self-governing independent institution and they all deal with both the educational and personal development of the students. They embrace a common educational focus on enlightenment for life, general education and democratic citizenship. The first efterskole were founded about 150 years ago. The schools were closely related to the Danish Folk High School and the educational ideas of N.F.S. Grundtvig (1789-1872) who wanted schools to provide enlightenment for life rather than formal vocational training. Read more about the history Compared to public schools the efterskole has substantial freedom in terms of eg. choice of subjects, teaching methods and educational approach. These vary in accordance with the school’s political, religious or pedagogical orientation. Freedom of the efterskole is assured by substantial state subsidies to both schools and students. One of the things that are unique about the efterskole is the teacher-student relationship. The teacher is responsible for both teaching and supervision outside of school hours. This means that teachers and students are together all day from the time the students wake up until they go to bed. This often engenders a close, personal and non-formal relationship between students and teachers. Most efterskoles offer the same subjects and final examinations as the public schools, but many focus on special subjects like physical education, music or theatre, or offer various kinds of special education. There are about 250 efterskoles spread across Denmark, mostly in rural areas or near provincial towns. At present approximately 28.500 students attend the schools, and about 20% of all Danish students attend an efterskole for either one, two or three years. Schools vary in size from 35 to 500 students but must have a minimum of approx. 120 students. The number of students has increased considerably within the last 25 years.
Copenhagen K, Denmark
DFKS - The national council of voluntary cultural asssociations was founded in May 2015 and includes the following nine national arts and culture associations: - Denmark 's Theatre Association - see www.dk-teaterforeninger.dk/ - Danish Children and Youth Film Clubs - see www.dabuf.dk/ - Danish Local History Association - see http://dansklokalhistoriskforening.dk/ - The Cultural Councils in Denmark - see www.kulturellesamraad.dk/ - The national society of Danish cultural centres - see www.kulturhusene.dk/ - The Association of Danish Film Clubs - see www.danskefilmklubber.dk/ - The Association of Danish Art Societies - see www.sdkunst.dk/ - The Danish Federation of Friends of Museums - see www.sammus.dk/ - The National Council of literary societies in Denmark - see www.litteraturselskaber.dk/ DFKS wishes to strengthen the visibility of the area, initiate development work, offer courses and further education, and provide documentation and statistics in the field. The local members of the national associations are associations where volunteers convey, organize, arrange, create frames, etc. for activities within the arts, culture and cultural heritage. The local members represents a myriad of arts and culture associations, where volunteers convey, arrange and create frames for activities within arts, culture and heritage; and at the same time, the actors in these activities are always professional and they consist of touring theatres, visual artists and musicians as well as culture researchers, historians, etc.
Krakow, Poland, Poland
Multikultura is a union of different institutions dealing with arts and education and ICT technology. Multikultura specializes in exploitation of eLearning, multimedia education technology applying such methods like internet platforms, training films, educational television, and video games. Our programmers and graphic designers produce computer games based on a professional software UNITY. We create three-dimensional and two-dimensional computer games in the interactive contents, such as visualizations and animations. It allows us to create applications for web browsers, personal computers, video game consoles and mobile devices such as phones, tablets. We recommend to see our latest production in the project on the legends in different EU countries: http://fabulaloci.pl/. The documentary films produced have been awarded at different European film festivals and are now used by many schools in Europe as educational tools. MULTIKULTURA promotes equal opportunities of education & employment & combat marginalization of social groups, in accordance with the Erasmus+ the document Opening up Education of 25th September 2013. MULTIKULTURA pays attention to new technologies, able to guarantee equity in education, because open technologies allow All individuals to learn, Anywhere, Anytime, through Any device, with the support of Anyone. For example we produced the video games for children with learning difficulties: http://helpdeskinld.com/game/gameFinal/ AREAS OF SPECIFIC EXPERTISE: Since 1999 MULTIKULTURA is working as educational provider on different projects on Cooperative Learning in classes as well as in the international contexts, where partners explore methods that stimulate the co-operation through open, challenging and complex tasks, mainly exploring the method derived from cooperative learning developed by Elizabeth Cohen (Stanford University) and Dalton Plan. QUALITY SYSTEM USED: Annual evaluation, internal and external of projects as well as testing of functionality of produced e-Learning tools and educational networks in real environment. STAFF: Multikultura employs 25 staff members. The union consists of different institutions dealing with arts and education and ICT technology. Some of the staff members of MULTIKULTURA are also a teachers, such as Krystyna Chołoniewska (Creative writing at the Jagiellonian University), Krzysztof Ridan (Teacher of ICT technology – Film director), Wioletta Sośniak (Teacher of ICT technology), Marek Chołoniewski (Music professor at the Jagiellonian University), Michał Zabłocki (President of the Union of Polish Writers - Poet) - therefore the cooperation of Multikultura with adults group in art training activities is possible and easy to arrange. MULTIKULTURA is also in constant cooperation with always growing number of European cities, actively participating in the Euro network of CITIES IN INTERNET http://www.mwi.pl/. QUALITY SYSTEM USED: internal and external annual evaluation of projects as well as testing of functionality of produced e-Learning tools and educational networks in real environment. We disseminate our projects and methodologies through proactive engagement with the User Groups and stakeholders. Among its regular didactic activities, MULTIKULTURA delivers weekly on-line classes for collective poetry writing and translating: http://www.emultipoetry.eu/pl/main/ COURSES ORGANIZED TO DATE: Collective poetry writing, translating, language learning, intercultural education. MULTIKULTURA provides for the EU projects the network of local schools and in particular classes and teachers for exploration of project methodology over the project period.
Reykjavík , Iceland
Hringsjá was founded in 1987 by the Icelandic Center for people with disabilities (ÖBÍ), then as a Vocational Training center for adults with disabilities. Hringsjá´s function has evolved and grown since then. Hringsjá is now a school for adults who have themselves applied for studies, and also determined their need for an educational and vocational training in a supported and safe environment. The overall objective is empowerment through education and the enhancement of personal development. Students are both men and women, 18 years of age and older with diverse background and story in life. Their common goal at Hringsjá is to enter mainstream work, or enter a “regular” school after they finish their studies at Hringsjá. Statistics show that 70%-80% of those students that have graduated reached that goal, but all say that the quality of their life improved. Students have various backgrounds and have decided to reassess and strengthen their possibilities and position in society. Most students have health problems due to disease, accidents, trauma, psychiatric illness or lifestyle choices. Most have more than one diagnosis. Many have a history of difficulties during their previous school years. Hringsjá is a small school, with approximately 70 students attend the full training program at a time, the full program is 3 semesters. In addition approx. 400 students a year, attend shorter courses and consultation. Most of Hringsjá´s students receive their income from National Social Security, the majority only temporarily while studying at Hringsjá. The training program consists of courses in basic skills such as reading, writing and arithmetic as well as social studies and social skills, but main emphasis is on teaching and training in skills important for office and service work e.g. bookkeeping, Icelandic, English and the use of computers . Special focus is on a variety – and sometimes untraditional teaching methods and approaches. In addition; student´s also receive training in the area of various personal skills, with the guidance of a psychologist and social counsellor. Some students receive special education and/or further diagnosis of their situation, particularly ADD/ADHD or Dyslexia. Among special supports provided is Davis Dyslexia counselling, private coaching and an extensive network and teamwork with a variety of agencies and institutions. Educational and vocational counselling is provided as well as teaching and training in various job-seeking skills. A vocational counsellor gives a follow up guidance. Hringsjá aims at providing a safe, comfortable environment for education, vocational training and personal growth, for adults that have not had many victories in life. Hringsjá is a place where students redefine their skills, interest and self image. Students that graduate from Hringsjá usually speak of finally finishing something, having reached a goal; being winners and succeeding.