Global Campus Open Knowledge Repository

Our Open Knowledge Repository is a digital service that collects, preserves, and distributes all digital materials resulting from the rich and varied production of the Global Campus of Human Rights. It is an ever growing collection which aims to give visibility to our research outputs, educational content, and multimedia materials; sustain open access for knowledge transfer; and foster communication within and beyond academia.

 

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Global Campus of Human Rights. Annual Report 2024
(Global Campus of Human Rights, 2025) Global Campus of Human Rights
Why choose multi-focused learning experiences held or designed in varied contexts, with participants from different national and professional backgrounds? The answer relates to the very idea of knowledge as multifaceted. Understanding can be (1) factual, based on information and data; (2) procedural, “knowing-how” to do something by following steps; (3) performative, derived from practical training; or (4) experiential, acquired through trial and error. This idea of learning can also be presented as the distinction between explicit knowledge –easily documented and therefore easily transferable– and tacit knowledge, derived from skills and intuitions acquired through interaction, and therefore more complex to attain, and therefore more valuable. Indeed, explicit knowledge can be transmitted through documents, data bases and seminars. It can be rapidly streamlined via Artificial Intelligence. On the contrary, tacit knowledge is interwoven in the lore and memories of experts with relevant experience. This kind of knowledge, laden with intuition and appraisal, is organic in nature (not engineered) and thus essential to understanding why the same (human or public policy) intervention is effective in one context and a resounding failure in another context. This annual report provides data and materials on how during the 2023-2024 cycle the Global Campus has produced and exchanged multifaceted knowledge with students, alumni and strategic partners all over the world through its hubs in Europe, the Balkans, Africa, Asia-Pacific, the Caucasus, Latin America & the Caribbean, the Arab World and Central Asia. As shown in the Report, the Global Campus community continues to connect academic knowledge, education and capacity building as pillars to sustain democracy and human rights in increasingly challenging regional and global contexts for the protection of individual and collective rights, where learning and well-informed decision-making are more important than ever before. On behalf of the governing bodies of the Global Campus of Human Rights –its Assembly of nearly a hundred participating universities and its Council— it is an honour for me to share this Annual Report with our readers. 04 Global
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Global Campus of Human Rights Magazine n 15 (March 2025)
(Global Campus of Human Rights, 2025) Nowak, Manfred; Carling, Joan; Forensic Architecture; Lemos, Anabela
The interviews with some of the 2024 Right Livelihood Laureates covered in the 15th edition of the Global Campus Human Rights Magazine inspire us with hope and confidence to continue fighting for a better world. Spanish students of the European Master in Human Rights and Democratisation (EMA) have contributed to this Magazine a call for accountability and the rise of community solidarity in reaction to one of the worst natural disasters in Spain, the Valencia DANA flood disaster in late October 2024. The most powerful tool to fight these alarming tendencies in corporate-state global governance is human rights education at all levels of the education system. With its focus on the rights of children and future generations and the empowerment of young change-makers, the Global Campus of Human Rights with its eight Master programmes in all world regions appears to be more important than ever as a beacon of hope. The various activities of the Global Campus, its students and graduates described in this Magazine provide ample evidence of this forward-looking spirit: The Venice Human Rights Film Festival organized by the students of the Global Campus Europe (EMA) with a focus on children’s rights during armed conflict; the contribution of graduates of the Global Campus South East Europe (ERMA) during the Council of Europe’s Conference on Digital Resilience in Montenegro with a focus on combating online hate speech; the training of Asia-Pacific human rights defenders in Timor-Leste as part of our capacity development project in enhancing Timor-Leste’s role as a leader in human rights education; the publication of the Global Campus Human Rights Journal fostering in-depth scholarship and critical discussions on the urgent challenges facing human rights and democratization today; the Global Campus Alumni Mentoring Programme, the Venice Marathon and many other activities.
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Global Campus – Right Livelihood. Partnership Activities 2023 - 2024. Narrative Report
(2025) Global Campus. Children's Rights Department
The 2023-24 reporting period marks the conclusion of the first five-year cycle of the partnership between the Global Campus of Human Rights (GC) and Right Livelihood. This pivotal year saw the wrap-up of numerous impactful projects from the initial cycle, alongside preparations for the next phase of partnership. A new project selection process was established, paving the way for a 2024-29 cycle focused on the thematic priority areas of Artificial Intelligence, Climate Justice, and Deprivation of Liberty, in the light of their impact and relevance to children’s rights. The underlying pillars (guiding principle and transversal priorities) of all our work are Child Participation, Future Generations, Global Inequalities and Institutional Initiatives. Regional hubs played a vital role, proposing innovative initiatives and continuing to integrate children’s rights into academic programmes and outreach efforts. Initiatives like the Global Campus Child Leadership Teams showcased our commitment to amplifying children’s voices. As we reflect on this transformative period, we are energized by the progress made and look forward to building on this foundation in the years ahead.
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Children’s Participation in Decision-Making in the Republic of Serbia
(University of Belgrade – Faculty of Political Science, 2025) Burgund Isakov, Anita; Gajić, Miona
Participation is a fundamental human right applicable to all individuals, including children and youth, who have the right to express their views on issues impacting their lives. Child empowerment is a growing global policy priority (Gottschalk, 2020), with participation serving as both a means of self-representation and a pathway for improving children’s societal standing. This study explores children’s involvement in decision-making at the family, school, and community levels. It analyses the views of government officials, NGOs, and experts on barriers and opportunities for improvement. It also examines children’s participation in decision-making in Serbia, highlighting the challenges in creating an inclusive nvironment.
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The fundamental issues related to the mental health and psychological well-being of schoolchildren in Armenia: Current challenges and ways to overcome : Research report
(YSU Press, 2024) Amiryan, David; Muradian, Mariam; Ayvazyan, Anna; Stepanyan, Helen; Ishkhanyan, Lusine; Petrosyan, Nane; Ghalumyan, Victoria; Yerevan State University. Centre for European Studies (CES)
The topic of mental health has become relevant worldwide and also has had specific implications in Armenia. It concerns all aspects related to human life, without exception, as well as all ages of a person, considering their characteristics. The attitude towards mental health in Armenia changed dramatically in 2014 when the development and adoption of a strategy based on new ideas and principles were launched. Lamentably, these processes were accompanied by disasters at the global and local levels: the COVID pandemic, war, and security and existential problems. Given the impact of all this on children, the role of schools in maintaining and developing children’s mental health has become a priority. There are new amendments in the law for funding allocated in a school’s budget for the position of a school psychologist, thus allowing all schools to have one. The present study attempts to look at the described situation, the role of the school, and the functions of a psychologist through the eyes of children as direct beneficiaries.