Category: Education

  • Answer the Question

    Answer the Question

    Answer the Question

    For the third time Irish MEP Cynthia Ní Mhurchú presses the Commission for answers on its conduct and closure of the long-running Lettori case. 

    As a practicing barrister before her election to the European Parliament in 2024, Cynthia Ní Mhurchú would have been familiar with court procedure when witnesses under cross-examination hesitate to or decline to answer pertinent questions.  

    “Answer the question”, the words of the presiding judge to the reluctant witness, are familiar also to TV audiences with a liking for courtroom drama series. In both the real-life and dramatized settings, the judge’s intervention is taken to mean that the witness is uncomfortable with the question and that information of importance to the just resolution of a case is being withheld. 

    Legal Background  

    MEP Cynthia Ní Mhurchú’s pursuit of the European Commission for answers on its conduct and closure of the Lettori case, the longest-running case of discrimination in the history of the EU, has been extensively covered in European Times. In defiance of four clear-cut rulings of the Court of Justice of the European Union(CJEU), the first of which dates back to 1989, Italy has refused to grant the Lettori, non-national university teaching staff, their Treaty rights to parity of treatment with Italian workers. 

    An unprecedented third infringement case against Italy for its persisting breach of the parity of treatment provision of the Treaty was opened by then Commissioner for Social Rights Nicolas Schmit in September 2021 and referred to the CJEU in July 2023. In May 2023 Italy had introduced legislation to pre-empt referral of the case to the CJEU.  

    Assessing this legislation in the context of a reply to a parliamentary question, Commissioner Schmit explained that the Commission had decided to refer the case to the Court because the legislation had not “addressed the main grievance of the case, i.e. the payment of the due arrears to the Lettori”. These “due arrears” equate to compensatory settlements for discriminatory working conditions from the date of first employment. A Census jointly conducted by Lettori union Asso.CEL.L and Italy’s largest trade union FLC CGIL, the results of which were sent to the Commission in March 2025, showed that in the majority of Italian universities the payments due had not been made. 

    MEP Ní Mhurchú questions 

    1.Conflict of evidence in the EU’s longest-running discrimination case covers  MEP Cynthia Ní Mhurchú’s first question to the Commission. It focuses on a provision of Italy’s law of May 2023 which limits the number of years to which the Lettori are entitled to backdated settlements for withheld parity of treatment. Such a provision is tantamount to a position that the Treaty rights of non-nationals are not open-ended and can be prescribed by domestic legislation. Scrutiny of the Commission’s reply shows that it did not address the point of whether such a prescription is compatible with EU law. 

    The reply on behalf of the Commission was given by Executive Vice-President Mînzatu on 10.6.2025. A detail in the reply which might have seemed incidental at the time was later to assume a greater importance. This was the information that the infringement case against Italy, Case C-519/23, “is currently pending at the Court of Justice”. Over a month later, and without giving the advance notice representative Lettori unions Asso. CEL.L and FLC CGIL would have expected in accordance with infringement case procedures, the Commission dropped the case on 17.07.2025.  

    2.Troubling questions on a treaty injustice which will not go away covers Ní Mhurchú’s second and follow-up question to the Commission. The question, a priority question, was co-signed by 12 other MEPs. Ní Mhurchú and the12 co-signatories request an explanation of what happened in the interval between 10.06.2025 and 17.07.2025 to cause the Commission to close the case. Ní Mhurchú also notes the failure of the Commission to answer her question on whether the prescription condition in Italy’s May 2023 legislation is compatible with Community law and asks for an answer on this point again.  

    In her answer to the priority question Executive Vice-President Mînzatu once more refuses to be drawn on the compatibility of the prescription provision with EU law. As it is settled case law of the CJEU that that “a Member State cannot plead provisions, practices or situations prevailing in its domestic legal order to justify failure to observe obligations arising under Community law”, it follows that the domestic prescription condition would have been ruled contrary to EU law had the case gone to the Court. The Asso.CEL.L -FLC CGIL Census contains instances of Lettori with over 30 years of service whose settlements for the discrimination they had suffered over their careers were limited to 5 years under the prescription condition. 

    In the context of Treaty justice, the Commission’s explanation of what caused it to withdraw the case from the Court is very concerning. Despite the fact that the Court has on four occasions found Italy guilty of discrimination against the Lettori, despite the fact that Italy misled the Court to avoid fines in the second of the infringement cases and thus induced the Commission to take a third case, the Commission nonetheless gave total credence to its claims in correspondence of October 2024 that it had made the settlements due to Lettori under EU law. 

    The explanation to Ní Mhurchú and her 12 co-signatories is also misleading. It could be read to mean that the Commission evaluated the Census evidence from the Lettori which refutes Italy’s claims before deciding to close the case. In fact, in a letter to the unions the Commission expressly refused to consider the Census data. Instead, it passed the Lettori evidence to Italy for examination, thus effectively allowing the defendant to rule on the case against it. The Commission’s refusal to consider Lettori evidence of the violation of their Treaty rights is the subject of a pending Asso.CEL.L –FLC CGIL complaint to the European Ombudsman.  

    3. “Yes” or “No”. Parliamentary question E-005032/2025 

     Rule 144 of the Rules of Procedure of the European Parliament obliges the Commission to answer questions from MEPs. In practice, as in the case of the Ní Mhurchú Lettori questions, the replies are often evasive, vague, even misleading, causing the MEPs to either write follow-up questions or resign themselves to the Commission’s reluctance to give direct answers. 

    MEP Ní Mhurchú words her third question to reduce the scope for an incomplete and evasive reply. She asks for a simple “yes” or “no” answer to the question of whether the May 2023 Italian legislation is compatible with EU law. She asks the Commission “to explain why it did not examine the Lettori census data but instead closed case C-519/23 based exclusively on evidence from Italy, the defendant in the case.” It is a style of questioning which the judges of the Court might well have employed in their interrogation of the parties had Case C-519/23 – Commission of the European Communities v Italian Republic not been removed from the Court register. 

    Implications 

     In signing the Treaty of Accession to join the EU Member States ceded sovereignty for a supposedly greater good. Much of that good is undone if the Commission, as Guardian of the Treaties, refuses to accept evidence from EU citiz ens of the violation of their Treaty rights. It is further undone if the Commission refuses to answer questions placed on behalf of these citizens by their elected representatives in the European Parliament. The Lettori parity of treatment case raises serious questions about the Commission’s conduct of infringement proceedings for breaches of the Treaties. 

    In accordance with the Rules of Procedure, the Commission now has 6 weeks to answer Ní Mhurchú’s question. It remains to be seen whether she will be given the answers she has been seeking at the third time of asking. 

  • Irish MEP seeks to prise open the confidentiality of the Commission’s long-running Lettori case against Italy

    Irish MEP Ciaran Mullooly has placed a probing priority parliamentary question to Commissioner for Social Affairs, Roxana Minzatu, on the conduct of infringement case C-519/23 for the long-running discrimination against non-national language lecturers
    (Lettori) in Italian universities.

    The infringement case is most unusual in that it represents the third case in a sequence of infringement cases dating back to 1996. The Treaty provides for just two stages in infringement proceedings. Where a Member State fails to obey an initial infringement ruling of the Court of Justice of the European Union(CJEU), the Commission may take a follow-on enforcement case against the Member State in breach and request the CJEU to impose fines for non-compliance. In the Lettori case these two stages correspond to infringement case C-212/99 and  enforcement case C-119/04,  on which the Court ruled in its sentence of July 2006.
    Because Italy had not complied with the ruling in case C-212/99  by the deadline given in the Commission’s reasoned opinion, the CJEU found it guilty of discrimination in enforcement case C-119/04 . However, the confidentiality requirement in infringement proceedings ultimately spared Italy the daily fines of €309,750 requested. This was because confidentiality precluded the Lettori from seeing and contesting Italy’s depositions. 
    After the prescribed date for compliance given in the reasoned
    opinion, Italy introduced last-minute legislation to make settlements
    to the Lettori for decades of workplace discrimination. On paper, the
    Court found the legislation to be compatible with EU law. The
    imposition of the daily fines depended on whether the settlements
    provided for under the law had actually been made. In its depositions
    Italy maintained that the correct settlements had been made.
    As the recent open letter to President von der Leyen from Asso.CEL.L, (a Lettori union headquartered in Rome) states : “Over 18 years later, paragraphs 43 and 45 of the 2006 ruling still rankle with the Lettori and make for difficult reading.” In these two paragraphs the judges stated that as the Commission depositions contained no information from the Lettori to counter Italy’s claims that the correct settlements had been made, the Court could not impose the fines.

    “The moral for the conduct of the current infringement case is that the Commission needs to be extraordinarily
    vigilant in assessing Italy’s evidence. University-by-university,
    lettore-by-lettore, the Commission must check that the correct
    settlements due under EU law have been made so that decades of
    litigation may finally be ended.”


    It is to the Commission’s credit that it opened the present and
    unprecedented third phase of an infringement procedure when it
    realized that the correct settlements under the last-minute law had not
    been made. But this is bitter-sweet; this is cold comfort for the
    Lettori. It automatically evokes the wistful thought that had the
    confidentiality requirement not been in place, the Lettori could have
    seen Italy’s depositions and produced proof to the Court that the
    correct settlements had never been made. The imposition of daily
    fines of €309, 750 would then have swiftly ended a discrimination
    which persists to the present day.
    This miscarriage of justice then is a glaring indictment of the
    confidentiality requirement. The moral for the conduct of the current
    infringement case is that the Commission needs to be extraordinarily
    vigilant in assessing Italy’s evidence. University-by-university,
    lettore-by-lettore, the Commission must check that the correct
    settlements due under EU law have been made so that decades of
    litigation may finally be ended.
    The Mullooly question is crucial to the achievement  of a just outcome in the Lettori case. Implicitly it raises the issue of retroactive Member State legislation to interpret the rulings of the CJEU, a point dealt with in great detail in the open letter to President von der Leyen.

    The Interministerial Decree, to which the  question refers, is the fourth inadequate piece of legislation introduced by Italy to purportedly satisfy EU law since the enforcement ruling of 2006. All references to the last-minute law enacted on the eve of Case C-119/04, and judged to be compatible with EU law, are in the Interministerial Decree qualified by the wording “as interpreted by article 26, comma 3, of the law of 30 December 2010, n.240.” Mantra-like, this qualification recurs throughout the 6.440-word interministerial decree.

    The sleight of hand is screamingly obvious here. The law of 30 December 2010, the Gelmini law, was enacted 4 years after the ruling in C-119/04. Italy did not present the Gelmini interpretation in its depositions to the CJEU. Hence, the interpretation cannot be said to have been legitimized by the Court, cannot be said to be in conformity with EU law. Ultimately then, the self-serving Gelmini Law, which limits the settlements due to Lettori to the year 1994, seeks to displace the case law of the pinnacle institution of the European Union. The implications of retrospective legislation like the Gelmini Law for rule of law in the EU are both obvious and sinister, a point emphasised in the Asso.CEL.L open letter to President von der Leyen.
    The Mullooly question highlights the polar opposite responses of the universities of Milan and Rome, “La Sapienza,” Europe’s largest university, to the Commission infringement case C-519/23. Documentation from both universities was used by the Commission to prove its two previous infringement cases against Italy. Yet, while Milan has acknowledged and honoured its liability to Lettori under EU law, University of Rome, “La Sapienza” has brazenly continued to enforce a contract ruled discriminatory by the Court in its sentences of 2001 and 2006. The majority of the Italian universities have declined to follow the Milan precedent. 

    In the data bank on the questions page of the European Parliament web site, the three specific questions posed by  Ciaran Mullooly MEP to Commissioner Roxana Minzatu are set out. There they look like routine requests for information. Yet the Commission, perhaps in deference to the confidentiality principle, would not directly answer these questions when put to them in letters from Asso.CEL.L. The replies were circumspect and guarded, even evasive. In a supposed age of transparency such secrecy seems arcane. Ciaran Mullooly, an elected representatives of EU citizens, has now placed his priority question. Under the rules of procedure, the Commission has 3 weeks to reply.

    “Ultimately then, the self-serving Gelmini Law, which
    limits the settlements due to Lettori to the year 1994, seeks to displace
    the case law of the pinnacle institution of the European Union. The
    implications of retrospective legislation like the Gelmini Law for rule
    of law in the EU are both obvious and sinister, a point emphasised in
    the Asso.CEL.L open letter to President von der Leyen.    “


    Meanwhile in a continuation of their lobbying efforts, Asso.CEL.L and FLC CGIL, Italy’s largest trade union, have written to the members of the College of Commissioners to sensitise them to the issues raised in the open letter  to President von der Leyen and to seek their support. Availing of the fact that the two unions together have members from almost all the Member States of the EU, the letters were all written in the mother tongues of the Commissioners to whom they are addressed.
    Reviewing the Lettori’s long campaign for parity of treatment Kurt
    Rollin, a retired Lettore who taught at “La Sapienza” University of
    Rome exclaimed:
    “4 rulings of the Court of Justice of the European Union in our
    favour! 4 inadequate pieces of Italian legislation to implement the
    last of these rulings! An unprecedented three-phase infringement
    procedure! A confidentiality principle, which spared Italy a challenge
    to the evidence it presented to the Court and, as a consequence, the
    imposition of daily fines! Retrospective legislation to “interpret” and
    in the process displace the case law of the Court of Justice!
    Kurt Rollin continued:
    “This is a farcical state of affairs. Under present arrangements
    everything seems tilted in favour of the defendant, in favour of the
    intransigent, non-compliant Member State. The miscarriage of justice
    in the Lettori case is nothing other than shocking. The Commission
    really needs to better fulfil its role as Guardian of the Treaty. The
    supposedly sacrosanct parity of treatment provision of the Treaty is
    what is at stake here.”

  • Over 16,000 students expelled from schools in Greece

    Over 16,000 students have been expelled from schools in Greece for using mobile phones in class, after a ban on the devices was introduced, reports the Bulgarian National Radio correspondent in Greece.

    Despite the children’s apparent resistance to the regulation, it will be strictly enforced, announced the Minister of Education Kyriakos Pierakakis. For the first offense, the student is removed from class for one day and his parents are informed, for the second offense, expulsion and transfer to another school follow.

    Psychologists confirm that there is a direct connection between the use of mobile phones and the mental health of adolescents. Many students are dependent on their social contacts on the Internet, experts say.

    On the other hand, teachers’ observations show that children concentrate and learn much more easily without their mobile phones.

    Parents also fully support the decision of the Ministry of Education and even believe that the ban in schools somewhat helps children reduce their dependence on phones.

    Illustrative Photo by Valerie: https://www.pexels.com/photo/rustic-blue-wooden-door-in-mediterranean-style-30308157/

  • Educational curriculum’s changes spark protests in Syria

    The Ministry of Education of the new administration in Syria has introduced changes to the curriculum for all levels of education, from the first grade of primary school to the end of secondary school. The theory of evolution has been removed from the science curriculum, and literary works such as the story of Queen Zenobia of Palmyra have been removed on the grounds that they are “fantasy.” Minister Nazir al-Qadri explained that the changes affect the Islamic education subject: “We have changed some of the false information adopted by the former Assad regime in the Islamic education curriculum, such as explaining some verses of the Quran in an incorrect way.” For example, the phrase that a martyr is “a person who sacrifices his soul in defense of his homeland” has been replaced with “a person who sacrifices his soul in the name of Allah.” The changes include changing the phrase “the path of goodness” to “the path of Islam,” and “those who are cursed and misguided” to “Jews and Christians,” an extremely conservative interpretation of a verse from the Quran.

    Journalist and activist Shiar Khalil criticized the amendments in a Facebook post, arguing that “education based on extremist ideologies can lead to the creation of people with ideas that threaten regional and international security.” He added: “The change in the curriculum under the supervision of Hay’at Tahrir al-Sham is not only an educational danger, but rather a long-term threat to the social fabric and future of Syria.” Other critics said: “The current government is an official government and has no right to make these changes to the curriculum in accordance with the new constitution.”

    Amid the backlash, the ministry has tried to downplay the changes, saying that “… the curricula in all schools in Syria remain unchanged until specialized committees are formed to review them.” Nazir al-Qadri announced in a statement posted on the Telegram app that “… the curricula in all Syrian schools are still in effect until specialized committees are formed to review and audit the curricula.” He added: “We only ordered to delete anything related to the glorification of the defunct Assad regime, and we put pictures of the Syrian revolution flag in all textbooks instead of Assad’s.” In an interview with Reuters last month, al-Qadri said that Islam and Christianity would continue to be taught as subjects in schools and that primary schools would remain mixed for boys and girls. Middle classes would remain segregated, as they have been. In addition, religious studies – Islam and Christianity – will be returned to the secondary school leaving certificate, he announced.

    Illustrative Photo by Ivan Hassib: https://www.pexels.com/photo/moving-vehicles-on-the-road-under-blue-sky-3743622/

  • COMECE Advocates for Faith’s Role in European Education

    COMECE advocates for the unique contribution of Religious Education at the European Schools in latest position paper.

    The Commission of the Bishops’ Conferences of the European Union (COMECE) publishes a position paper titled ‘Religious Education in the European Schools – A Unique and Essential Contribution to the Next Generation of Europeans’ on Wednesday, 18 December 2024. The document underscores the importance of preserving the religious and testimonial dimension of faith within the educational mission of European Schools. Read Position Paper

    Building on the vision and mission of the European Schools regarding Religious Education, the document reflects on the importance of Religious Education in Europe today. Drafted in cooperation with the Coordinators of Catholic Religion working at the European Schools—who support the activities and work of Catholic religion teachers in Brussels and other Member States—the position paper highlights that religion offers a space for learners to discover meaning and purpose, enhances their moral and ethical development, effectively promotes social cohesion, and helps prevent radicalisation.

    “Religious education helps students understand the historical and cultural dimensions of yesterday and today’s Europe. It deepens the understanding of Europe’s heritage that is directly linked to Christianity. Christian religious education, in fact, promotes values such as dignity, freedom, democracy, equality, rule of law and fundamental rights, which are at the core of the European project”, the paper reads.

    COMECE General Secretary, Fr. Manuel Barrios Prieto, comments on the publication: 

    “In the context of current discussions on reforms that may alter the provision of religious education in the final two school years, it is more essential than ever to preserve the religious and testimonial dimension of faith within the educational mission of the European Schools”.

    As part of its mission to represent the Bishops of the Dioceses where European Schools are located, and as a close collaborator of Religious Education teachers, COMECE will hold its next regular meeting with the General Secretariat of the European Schools on 8 January 2025. Religious authorities and members of the Secretariat will discuss the current state of Religion classes and the action plan developed in response to the 2023 European Parliament resolution.

  • The Jewish Question and the Bulgarian Cinematography

    By Biserka Gramatikova

    The year is 1943 and Bulgaria has just told Hitler that he will not receive the Bulgarian Jews. The untold but true tale of how nearly 50,000 Jewish Bulgarians were saved from deportation and death – true story from a forgotten chapter of European history. Europe’s major powers are at war and King Boris III of Bulgaria must choose a side or be swept away. How the power of the civil society in Bulgaria outwitted the Nazis and save nearly 50,000 Jewish lives!

    The subject of the Holocaust is still difficult to comprehend, but art and, in particular, cinema does not stop with attempts. As a result, we have films that have become timeless classics: Roberto Benigni’s Life is Beautiful, Alan Pacula’s Sophie’s Choice, Steven Spielberg’s Schindler’s List, Roman Polanski’s The Pianist, and many others.

    In the second half of the 1950s, Bulgarian cinematography, nationalized in 1947 by the new communist government, began to feel a slight improvement. New forces and ideas flow into creative life due to the death of Stalin, which changes the course of social development in the countries oriented towards the USSR. One of the most important new trends in art is the desire to recreate more complex, ambiguous characters in acute life situations.

    This new creative breath, albeit with a slight delay, reaches the Bulgarian cinema, which allows itself to imitate the more developed world cinematography.

    In the 50s, some of the most notable Bulgarian directors made their debut, including Rangel Valchanov. Already in his debut film “On the small island” Valchanov worked with the screenwriter Valery Petrov. The film is aimed at those born after the victory of fascism, who have forgotten the horror and high cost of that historical time. The characters are prisoners on an island in the Black Sea who plot an escape.

    The Central Committee of the Bulgarian Communist Party accuses the film of pessimism and a lost sense of historical perspective. The authorities are watching the film industry, ready to cut off all attempts at “ideological deviations” from the generally accepted official historical-political line. Nevertheless, the film remains in history as one of the best productions in our latitudes for its time.

    “Stars” (German: Sterne) is a 1959 feature film (war, drama) directed by Konrad Wolff and Rangel Valchanov. The screenwriter of the co-production between Bulgaria and the DDR is Angel Wagenstein.

    The plot tells about the events of 1943, when a group of Nazi soldiers escorting Greek Jews to the Auschwitz death camp stopped in a small Bulgarian town.

    Walter (Jürgen Frorip), a non-commissioned officer from the German army, skeptical and intellectually insecure, most unexpectedly even for himself, falls in love with the Jewish girl Ruth (Sasha Krusharska). This new feeling makes him rethink what is happening around him and brings him face to face with the inhumane nature of fascism.

    In its essence, the film “Stars” is anti-fascist. It is almost an independent genre in Soviet cinema. Usually in these plots the heroism of the mass and the collective is emphasized. However, due to its sincere attitude towards the Jewish question, the film managed to earn a special prize of the Cannes jury and the following definition from a prestigious French publication:

    “It is certainly one of the most human films dealing with the Jewish question. Its greatness is that it is devoid of all propaganda.”

    "Stars" is considered to be the first German film to deal with the subject of the Holocaust and the responsibility of the Germans for the tragic historical events. In Bulgaria, the tape was stopped from distribution because of "abstract humanism". A particular controversy is the lack of distinction between the Jewish bourgeoisie and the Jewish proletariat.

    When we talk about the era and say that Bulgarian cinema looks outside to get a charge. Such a charge was made for the first time in Europe with Wanda Jakubowska’s film The Last Stage (1947), one of the striking productions of the Polish School. This is the first film about the Holocaust, and its plot is based on autobiographical motifs from Jakubovska’s life. The tape was shot in Auschwitz, where the director ended up in 1942.

    November 10, 1989 the Bulgarian cinematography changed radically.  Hopes of a boom as soon as the funding was in private hands proved to be more than delusional. On the contrary, nobody seems to have a clear idea of ​​how to make cinema outside the familiar structure, and the network of movie theaters has been destroyed.

    Аt the end of the 20th century and the beginning of the 21st did worthwhile film productions appear, subject to analysis and evaluation.

    Ivan Nichev is one of the few Bulgarian directors who manage to fit into the chaotic creative environment in our country and create films that are significant in a European context.

    Nichev created the Jewish trilogy “After the End of the World” (1998), “Journey to Jerusalem” (2003) and “The Road to the Costa del Maresme” / “Bulgarian Rhapsody” (2014). The last of the three films is the first Israeli-Bulgarian film co-production, shot on the occasion of the 70th anniversary of the rescue of the Bulgarian Jews.

    "This topic is both familiar and unfamiliar," says the director. "In the very beginning, when I was showing After the End of the World in America, it struck me that a lot of people weren't quite aware of the story. I was invited there eight or nine times in various cities and festivals, I traveled almost all over America. Many people had a hard time guessing where our small, wonderful country was located. And this makes me ambitious to make the second film - "Journey to Jerusalem", because it is worth it for these people to know about the glorious pages of ethnic tolerance and good neighborliness, especially in a region such as the Balkans.

    “The Bulgarian is capable of selfless acts of dedication to the other person, even when it is very difficult. It is something we must remember that we possess. Of course, in difficult times like ours, such feelings begin to dull. But we should not think that our people are not capable of magnanimous gestures towards the neighbor. History shows it and it is national pride,” says the director in another interview.

    Note: A presentation “The Jewish Question and Bulgarian Cinema” was given by youth facilitator Biserka Gramatikova at the interfaith weekend “Seeding the Peace.BG” (26-29.09.2024)– a continuation of URI Europe‘s interfaith camp held in August in The Hague, resonating with this year’s UN Day of Peace theme: Cultivating a Culture of Peace. The session presented a film retrospective dedicated to one of the darkest pages in human history, which for a number of reasons brings us Bulgarians one of the brightest examples of tolerance and unity around a humane cause.

    Photo: Screenshot from the film “Stars” (German: Sterne), Bulgaria-Deutsche Demokratische Republik, a 1959 feature film (war, drama) directed by Konrad Wolff and Rangel Valchanov.

  • URIE Interfaith Youth Camp “Seeding the Peace” – A journey of multicultural friendships and interfaith dialogue

    By United Religions International Europe

    The “Seeding the Peace” URIE Interfaith youth camp, held in The Hague, Netherlands, brought together 20 young participants and six youth facilitators from across Europe for a unique five-day experience (1-6 of August 2024). This camp aimed to foster multicultural friendships, explore interfaith dialogue, and promote ecological justice.

    It was supported by URI Europe and co-organized by 4 URIE CCs Bridges from Bulgaria, Voem from Belgium, Udhetim-i.Lire from Albania and Colorful Segbroek from The Netherlands which hosted the camp in the city of Peace and Justice, The Hague. Also, Sarah Oliver, URI Global Youth and Learning Coordinator, has played an important role in supporting and training youth facilitators.

    Day 1: Building Friendships of Trust

    The camp started with an official opening at the “Broeders van Sint-Jan Den Haag” Monastery, where participants from Bulgaria, Albania, Belgium, and the Netherlands gathered. Icebreaker games helped the youth bond and introduced the camp’s structure, dividing them into groups representing air, water, fire, and earth. These groups would take turns motivating their peers, maintaining order, and documenting their experiences.

    Day 2: Creating Cultures of Interfaith Dialogue

    On the second day, participants visited the Peace Palace, where they learned about its history and significance in promoting peace and international justice. This visit was followed by a workshop on interfaith dialogue, centered around the Golden Rule: “Treat others the way you want to be treated.” Through interactive games, the participants deepened their understanding of each other’s cultural and religious backgrounds, setting the stage for meaningful interfaith discussions.

    Day 3: Environmental and Social Justice

    The third day was a blend of cultural exploration and environmental education. Participants visited a Hindu temple, gaining insights into Hinduism’s rich cultural and spiritual traditions. This was followed by a workshop on environmental protection, where they discussed the importance of sustainability and practical steps they could take to protect the environment. The day concluded with a self-reflective activity where participants wrote postcards to their future selves, capturing their goals and aspirations.

    Day 4: Peace and the Arts

    A day full of energy, participants explored The Hague, visited famous landmarks, and enjoyed a fun beach activity. The afternoon session was led by HRH Prince Boris of Bulgaria, who came to support and to contribute to the idea of the cross-cultural and interfaith dialogue among young people. Being at the same age as youth facilitators. He accepted with great joy an invitation from Bridges CC to be part of the leading team and to deliver a workshop. “Seeding the creativity” was the title chosen for the session. The idea of peace and eco-justice was beautifully translated into an art piece made by all participants under Prince’s guidance. The day ended with a vibrant cultural exchange night, where participants shared their cultures through music, dance, and food, creating lasting memories and deepening their connections. 

    Day 5: Celebrating Peace in Action

     The last day of the camp was marked by a visit to a liberal synagogue, where participants engaged in a meaningful dialogue with the rabbi. The day continued with a creative workshop titled “Express Your Freedom,” led by Carola Goodwin. Through painting, the youth expressed their understanding of freedom and human rights, culminating in a powerful exhibition of their work. The camp concluded with a shared dinner, reflection on the experiences, discussions on future collaborations, and a certificate ceremony.

    The “Seeding the Peace” youth camp was a transformative experience, equipping young people with the skills and knowledge to be changemakers in their communities. The friendships formed, the lessons learned, and the cultural exchanges that took place will continue to inspire these young leaders as they work towards a more peaceful and just world.

    Photo: HRH Prince Boris of Bulgaria at the certificate ceremony

  • Re-education in Louisiana: The Ten Commandments to be displayed in all classrooms

    The American state of Louisiana ordered the Ten commandments of God to be displayed in all classrooms of the state’s educational institutions, the world agencies reported.

    A local ordinance dictates that the Ten Commandments must be on posters that are large enough — 12 inches by 8 inches — to be easy to read. They will be placed from kindergartens to universities.

    The law was drafted by representatives of the Republican Party, which holds a two-thirds majority of the seats in both houses of the Louisiana legislature. The posters will be funded through donations and no government funds will be used for them.

    According to NGOs, the new law violates the rule of separation of church and state and is a blatant violation of the constitution.

    Louisiana is the first and only state with such a law.

  • The Ultimate Guide To Choosing The Best University In Europe For Your Degree

    With countless options available, selecting the right university in Europe can be a daunting task. To ease the decision-making process, one must consider various factors such as program offerings, faculty expertise, campus facilities, location, and overall reputation. Deciding on a university is a pivotal step towards shaping one’s academic journey and future career. For more insights on choosing the best university in Europe, he can refer to this How do I decide on a university in Europe, or in general? …

    Why Study in Europe?

    Benefits of Studying in Europe

    To many students, the idea of studying in Europe is appealing for various reasons. Europe is home to some of the world’s oldest and most prestigious universities, known for their high-quality education and cutting-edge research. Students who choose to study in Europe have the opportunity to immerse themselves in a multicultural environment, surrounded by people from different countries and backgrounds. Additionally, many European universities offer programs in English, making it accessible to international students.

    Cultural Immersion and Language Skills

    With its rich history and diverse cultures, Europe provides the perfect backdrop for students looking to experience a different way of life. By studying in Europe, students can develop a deeper understanding of different cultures, traditions, and languages. This exposure can broaden their perspectives, increase their cross-cultural awareness, and enhance their communication skills, all of which are valuable assets in today’s globalized world.

    It is not uncommon for students who study in Europe to become proficient in another language or even become fluent. This not only enriches their academic experience but also opens up more opportunities for them in terms of future career prospects. Being bilingual or multilingual is highly prized by employers and can give graduates a competitive edge in the job market.

    Choosing the Right Country

    Popular Destinations for International Students

    Any aspiring student looking to pursue a degree in Europe faces the exciting task of choosing the perfect country for their studies. Some popular destinations for international students include the United Kingdom, Germany, France, and Spain. These countries are known for their prestigious universities, diverse cultures, and vibrant student life.

    Considerations for Choosing a Country

    An important factor to consider when choosing a country for studying in Europe is the language of instruction. While many universities offer programs in English, some may require proficiency in the local language. Another consideration is the cost of living and tuition fees, as these can vary significantly from country to country. Additionally, the cultural and social environment of the country should align with the student’s preferences and interests.

    Any student should also research the quality of education in their desired field of study in a particular country. Some countries may have a stronger reputation in certain disciplines, so it’s crucial to ensure that the chosen country provides the best education and resources for the student’s academic and career goals.

    Destinations

    Researching Universities

    Now that you’ve decided to pursue your degree in Europe, it’s time to start researching universities to find the best fit for your academic and personal needs. There are several key factors to consider when evaluating potential institutions.

    Accreditation and Rankings

    Rankings play a crucial role in determining the quality and reputation of universities. Look for institutions that are accredited by recognized bodies and have high rankings in international university league tables. Accreditation ensures that the university meets certain standards of academic excellence, while rankings provide insight into its global reputation and performance in specific areas of study.

    Program Offerings and Specializations

    For those seeking a specific field of study, it is necessary to evaluate the program offerings and specializations available at each university. Some institutions may excel in certain disciplines or have unique research opportunities that align with your academic interests. Consider whether the university offers the specialization you are interested in and whether the faculty members are experts in that area.

    Accreditation from reputable organizations is also a crucial factor to consider when assessing the quality of a university’s programs. Ensure that the institution has the necessary accreditations for your desired field of study to guarantee that you will receive a high-quality education.

    Campus Life and Facilities

    Facilities are an necessary aspect of university life and can greatly impact the overall student experience. When researching universities, consider the campus facilities available, such as libraries, laboratories, sports amenities, and student accommodation. A well-equipped campus with modern facilities can enhance your learning experience and provide opportunities for personal development and extracurricular activities.

    Degree Options and Programs

    Bachelor’s, Master’s, and PhD Programs

    For an individual looking to pursue higher education in Europe, there are various degree options to consider. Bachelor’s programs typically take three to four years to complete and are ideal for those entering university for the first time or seeking a foundational education in their field of interest. Master’s programs, which usually last one to two years, provide more specialized knowledge and skills. For those aiming for advanced research and academia, PhD programs are available, typically lasting three to five years.

    Joint and Double Degree Programs

    Options for joint and double degree programs are also popular in European universities. These programs offer students the opportunity to study at more than one university and earn multiple degrees simultaneously, enhancing their academic experience and global perspective. Joint programs involve collaboration between two or more universities, while double degree programs allow students to obtain degrees from each participating institution.

    Joint and double degree programs provide students with a unique advantage by allowing them to benefit from the resources and expertise of multiple universities. This can lead to a broader range of academic opportunities, a diverse network of contacts, and a more comprehensive educational experience.

    Online and Distance Learning Options

    Distance learning and online programs are becoming increasingly popular among students who require flexibility in their academic pursuits. These programs allow individuals to earn their degrees remotely, without the need to be physically present on campus. Students can access lectures, assignments, and resources online, providing a convenient way to balance education with other commitments.

    With advancements in technology, online and distance learning options offer a quality education comparable to traditional on-campus programs. Students can interact with professors and peers through virtual platforms, participate in discussions, and submit assignments, all while managing their own study schedules.

    Admission Requirements and Process

    Despite the many prestigious universities in Europe, the admission requirements and process can vary significantly. For comprehensive information on the admission process, one can refer to Study in Europe. When considering studying in Europe, it is necessary to understand the language proficiency and standardized test requirements.

    Language Proficiency and Standardized Tests

    Admission to universities in Europe often requires proof of proficiency in the language of instruction, which is usually English for international programs. Applicants may need to provide scores from standardized tests such as the TOEFL or IELTS. These tests assess the individual’s ability to read, write, speak, and comprehend the language.

    Application Deadlines and Procedures

    To ensure a smooth application process, prospective students must be aware of the application deadlines and procedures. It is vital to start the application process early, as deadlines can vary between universities and programs. Applicants typically need to submit academic transcripts, recommendation letters, a personal statement, and any required standardized test scores.

    This information assists in highlighting the significance of understanding application deadlines and procedures to secure a spot in the university and program of choice. It is crucial for applicants to carefully review and follow the specific instructions provided by each university to avoid any complications during the application process.

    Visa Requirements and Regulations

    Requirements for obtaining a student visa in Europe can vary depending on the country and the student’s nationality. Generally, students will need to have proof of acceptance from a university, sufficient funds to cover living expenses, and health insurance. It is necessary to research and understand the visa requirements and regulations well in advance of planning to study abroad.

    Process

    The process of applying for a student visa can be complex and time-consuming. It is advisable for students to start the visa application process early to allow for any unforeseen delays. Seeking guidance from the university’s international office or a visa consultant can provide valuable assistance in navigating the visa application process smoothly.

    Financing Your Education

    Your journey to studying in Europe will be a rewarding experience, but it’s important to plan how to finance your education. There are several options available to help you fund your studies, ranging from scholarships and grants to student loans, financial aid, part-time jobs, and internships.

    Scholarships and Grants

    Scholarships and grants are excellent options for students looking to offset the cost of their education. Many universities in Europe offer merit-based scholarships, need-based grants, and specific scholarships for international students. Students can also explore government scholarships, private organization grants, and research grants to support their studies. It’s important for students to research and apply for relevant scholarships and grants to help finance their education.

    Student Loans and Financial Aid

    To help cover tuition fees and living expenses, students can explore options like student loans and financial aid. Many European countries offer low-interest student loans to domestic and international students. Financial aid programs may also be available to assist students with their academic expenses. It’s important for students to understand the terms and conditions of student loans and financial aid to make informed decisions about financing their education.

    Another popular option for financing education is through part-time jobs and internships. Many European countries allow international students to work part-time during their studies, providing an opportunity to gain work experience and earn extra income. Universities and companies may also offer internships to students, allowing them to apply their classroom knowledge in real-world settings. By balancing part-time work and internships with their studies, students can enhance their skills and finance their education simultaneously.

    Part-time Jobs and Internships

    Scholarships and grants are not the only ways to fund your education. Students can also consider taking up part-time jobs or internships to support themselves financially while studying in Europe. Working part-time not only helps cover living expenses but also provides valuable work experience that can boost a student’s resume. Additionally, internships offer the chance to gain practical skills in a professional setting, making students more competitive in the job market upon graduation.

    Financing your education in Europe may seem daunting, but with careful planning and consideration of the various funding options available, students can pursue their academic goals without being overwhelmed by financial burdens. By exploring scholarships, grants, student loans, part-time jobs, and internships, students can create a comprehensive financial plan to support their education and future career aspirations.

    Summing up

    Upon reflecting on The Ultimate Guide To Choosing The Best University In Europe For Your Degree, one can conclude that the article provides valuable insights and practical tips for students looking to pursue higher education in Europe. By outlining key factors to consider, such as academic reputation, program offerings, location, and cost, the guide empowers readers to make well-informed decisions when selecting a university for their studies. Just like Malcolm Gladwell’s approach to storytelling, the article engages readers with useful information presented in a clear and concise manner.

  • Top-Ranked Universities In Europe You Should Know About

    With a rich history of academic excellence and groundbreaking research, Europe is home to some of the world’s top universities. In this blog post, readers will discover prestigious institutions like Oxford and Cambridge in the UK, ETH Zurich in Switzerland, and Sorbonne University in France. These universities not only offer top-notch education but also provide a vibrant and diverse learning environment for students from around the globe.

    History of European Universities

    The Oldest Universities in Europe

    On a continent rich with history and tradition, European universities have played a pivotal role in shaping higher education around the world. Some of the oldest universities in Europe date back to the Middle Ages, with a legacy that continues to influence academia today. Universities such as the University of Bologna in Italy, founded in 1088, and the University of Oxford in the United Kingdom, founded in 1096, are among the oldest and most prestigious universities in the world.

    Evolution of Higher Education in Europe

    Any discussion of the history of European universities must acknowledge the evolution of higher education in the region. From the medieval universities focused on theology, law, medicine, and philosophy to the modern universities offering a wide range of disciplines and research opportunities, the landscape of higher education in Europe has undergone significant changes over the centuries. The establishment of universities across Europe has been instrumental in fostering intellectual growth and producing generations of scholars who have made profound contributions to various fields.

    With increasing globalization and the exchange of ideas across borders, European universities continue to attract students and scholars from around the world. The diverse academic programs, world-class faculty, and vibrant campus life offered by European universities make them a top choice for those seeking a quality education in a rich cultural environment.

    Top-Ranked Universities in Europe

    Even in the competitive landscape of European higher education, a few universities stand out for their exceptional academic quality and research output. These institutions are not only prestigious but also attract top talent from around the world. Let’s probe into some of the top-ranked universities in Europe that have a long-standing reputation for excellence.

    University of Oxford, UK

    To many, the University of Oxford in the United Kingdom needs no introduction. Established in the 12th century, it is the oldest university in the English-speaking world. Oxford consistently ranks among the top universities globally, known for its rigorous academic programs and distinguished faculty members. With a strong emphasis on research across various disciplines, graduates from Oxford often go on to become leaders in their respective fields.

    University of Cambridge, UK

    Europe is home to another powerhouse in academia, the University of Cambridge, located in the United Kingdom. Founded in 1209, Cambridge is renowned for its contributions to science, literature, and innovation. The university fosters a culture of critical thinking and intellectual curiosity, attracting some of the brightest minds. With a rich history and a tradition of excellence, Cambridge continues to push boundaries and shape the future of education and research.

    A renowned university in Sweden, ETH Zurich consistently ranks as one of the top universities in Europe and the world. Known for its cutting-edge research in science, engineering, and technology, ETH Zurich has produced multiple Nobel laureates and Turing Award winners. The university offers a vibrant academic community and state-of-the-art facilities, providing students with an unparalleled learning experience.

    University of Geneva, Switzerland

    On the serene shores of Lake Geneva, the University of Geneva in Switzerland stands as a beacon of academic excellence. With a strong focus on international collaboration and interdisciplinary research, the university attracts scholars and students from around the globe. Founded in 1559, the University of Geneva has a long history of intellectual pursuit and has made significant contributions to various fields, including diplomacy, physics, and social sciences.

    In the heart of Bavaria, Germany, the University of Munich (Ludwig-Maximilians-Universität München) is a prestigious institution known for its academic prowess and research achievements. Established in 1472, the university has a strong emphasis on innovation and critical thinking, shaping the minds of future leaders across diverse disciplines. With a diverse student body and a network of renowned scholars, the University of Munich continues to uphold its reputation as a top-tier educational institution.

    Academic Excellence

    After exploring the latest QS World University Rankings: Europe 2024, it is clear that Europe is home to some of the most prestigious universities in the world. These institutions are renowned for their academic excellence, cutting-edge research, and interdisciplinary programs that prepare students for success in a rapidly changing global landscape.

    Research Opportunities

    With top-ranked universities in Europe, students have access to unparalleled research opportunities that span a wide range of disciplines. From medicine to engineering, social sciences to humanities, these institutions provide state-of-the-art facilities and resources to support groundbreaking research that addresses some of the world’s most pressing challenges. Students have the chance to work alongside world-renowned researchers and contribute to projects that have the potential to shape the future.

    Interdisciplinary Programs

    Excellence in academia often involves pushing boundaries and thinking outside traditional disciplinary constraints. European universities are leading the way in offering interdisciplinary programs that allow students to explore connections between different fields of study. These programs foster creativity, innovation, and collaboration, preparing students to tackle complex problems from multiple perspectives.

    Another key aspect of interdisciplinary programs is the emphasis on real-world applications. By combining knowledge from various disciplines, students are equipped with the tools to address multifaceted issues and develop holistic solutions. This approach not only enriches the academic experience but also enhances students’ problem-solving skills and critical thinking abilities.

    International Collaborations

    Collaborations with international institutions and organizations play a crucial role in advancing academic excellence and fostering global cooperation. Top-ranked universities in Europe actively engage in partnerships with counterparts around the world, enabling students and faculty to exchange ideas, research findings, and best practices. These collaborations enrich the academic environment, expose students to diverse perspectives, and open up opportunities for cross-cultural learning and collaboration.

    To further enhance their academic offerings and research capabilities, European universities prioritize building strong relationships with institutions in other countries. This not only benefits the institutions involved but also creates a network of academic excellence that transcends borders and drives innovation on a global scale.

    Student Life in Europe

    Many students who choose to study in Europe are drawn to the rich cultural immersion that the continent offers.

    Cultural Immersion

    One of the most appealing aspects of studying in Europe is the opportunity for cultural immersion. With its diverse history, languages, and traditions, students have the chance to explore different cultures and broaden their global perspective. Whether it’s attending local festivals, trying traditional cuisine, or visiting historical landmarks, students can truly immerse themselves in the vibrant tapestry of European culture.

    Language Diversity

    Europe is known for its linguistic diversity, with each country having its own unique language. However, English is widely spoken in many European countries, making it easier for international students to communicate and navigate daily life. Students who study in Europe have the chance to learn a new language or improve their language skills, which can be beneficial for their future careers in an increasingly globalized world.

    Europe’s language diversity offers a unique opportunity for students to engage with different cultures and languages, fostering a deeper understanding and appreciation for the world around them.

    Campus Life and Extracurricular Activities

    To enhance their academic experience, students in Europe can engage in various extracurricular activities and enjoy vibrant campus life. From clubs and sports teams to cultural events and volunteer opportunities, there are numerous ways for students to connect with their peers and make lasting memories.

    Diversity is at the heart of campus life, with students from various backgrounds coming together to share their experiences and learn from one another. This inclusive environment promotes cross-cultural understanding and collaboration, enriching the overall student experience.

    Immersion in campus life and participation in extracurricular activities can help students develop valuable skills such as teamwork, leadership, and communication, preparing them for success in their future endeavors.

    Career Opportunities

    Job Market in Europe

    Once again, Europe offers a diverse and dynamic job market for graduates of its top-ranked universities. With a strong emphasis on education and innovation, graduates are well-equipped to enter various industries and make a significant impact. From leading multinational companies to cutting-edge startups, the job market in Europe is ripe with opportunities for those who have honed their skills at prestigious institutions.

    Networking Opportunities

    One key benefit of attending a top-ranked university in Europe is the vast networking opportunities available. Whether through alumni networks, industry events, or career fairs, students have the chance to connect with professionals from a wide range of fields. These connections can open doors to internships, job opportunities, and valuable mentorships that can help propel their careers forward.

    Europe’s vibrant and interconnected business community provides a fertile ground for students to expand their professional network and explore different career paths. By engaging with peers, professors, and industry leaders, students can gain valuable insights and build relationships that can last a lifetime.

    Entrepreneurial Spirit

    The entrepreneurial spirit thrives in Europe, with many top-ranked universities fostering a culture of innovation and creativity. Students are encouraged to think outside the box, take risks, and pursue their entrepreneurial dreams. Whether launching a tech startup, social enterprise, or creative venture, graduates are well-supported in turning their ideas into reality.

    The emphasis on entrepreneurship at these universities not only equips students with the skills and knowledge to start their own businesses but also instills a sense of confidence and ambition that is indispensable in today’s competitive job market.

    Admissions and Scholarships

    Application Process

    Now, one key aspect to consider when applying to these top-ranked universities in Europe is the application process. Each university may have different requirements, so it is vital for prospective students to carefully review the admission guidelines on the university’s official website. Generally, candidates will need to submit their academic transcripts, letters of recommendation, a personal statement, and in some cases, standardized test scores like the SAT or ACT.

    Scholarship Opportunities

    To access scholarship opportunities, prospective students should explore the various funding options available at these top-ranked universities in Europe. Scholarships can be based on merit, financial need, specific areas of study, or even extracurricular achievements. It’s crucial to research and apply for scholarships early, as some may have deadlines that coincide with the university application deadline. Additionally, reaching out to the university’s financial aid office for guidance on available scholarships can be beneficial.

    Scholarships can significantly reduce the financial burden of studying at a top-ranked university in Europe and make the academic journey more accessible to a broader range of students. By securing scholarships, students can focus more on their studies and extracurricular activities, enhancing their overall university experience.

    Financial Aid and Grants

    Scholarship opportunities are just one aspect of the financial aid landscape at these top-ranked universities in Europe. Financial aid offices at these institutions also offer grants and other forms of financial assistance to help students finance their education. These grants may be based on financial need, academic achievement, research interests, or a combination of factors. It is vital for students to explore all avenues of financial aid to make their educational dreams a reality.

    It is recommended that prospective students schedule a meeting with a financial aid advisor at the university to discuss their individual financial situation and explore all possible options for funding their education. By taking advantage of the financial aid resources available, students can focus on their academic pursuits and maximize their university experience.

    Summing up

    On the whole, Europe is home to a diverse range of top-ranked universities that offer world-class education across various disciplines. Whether one is interested in science, technology, humanities, or business, there are prestigious institutions like ETH Zurich, University of Oxford, and Sorbonne University that consistently rank among the best in the world. With their rich history, cutting-edge research facilities, and innovative teaching methods, these universities continue to attract students from around the globe seeking to further their academic pursuits.