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How all teachers can support citizenship and human rights education: a framework for the development of competences

How all teachers can support citizenship and human rights education: a framework for the development of competences

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Published by Council of Europe
This publication sets out the core competences needed by teachers to put democratic citizenship and human rights into practice in the classroom, throughout the school and in the wider community. It is intended for all teachers - not only specialists but teachers in all subject areas - and teacher educators working in higher-education institutions or other settings, both in pre- and in-service training.
Some 15 competences are presented and grouped into four clusters. Each cluster of competences corresponds to one chapter, within which the competences are described in detail and exemplified. The reader will find progression grids and suggested developmental activities for each competence: these grids - featuring focusing, developing, established and advanced practice - aim to help teachers and teacher educators determine the level to which their professional practice corresponds, and thus identify specific and practical improvements upon which they can focus.
This publication sets out the core competences needed by teachers to put democratic citizenship and human rights into practice in the classroom, throughout the school and in the wider community. It is intended for all teachers - not only specialists but teachers in all subject areas - and teacher educators working in higher-education institutions or other settings, both in pre- and in-service training.
Some 15 competences are presented and grouped into four clusters. Each cluster of competences corresponds to one chapter, within which the competences are described in detail and exemplified. The reader will find progression grids and suggested developmental activities for each competence: these grids - featuring focusing, developing, established and advanced practice - aim to help teachers and teacher educators determine the level to which their professional practice corresponds, and thus identify specific and practical improvements upon which they can focus.

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Published by: Council of Europe on Oct 20, 2010
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Human RightsEducationin the SchoolSystems of Europe,Central Asiaand North America: A Compendium of Good Practice
 
Human Rights Education in the School Systems of Europe, Central Asia and North America: A Compendium of Good Practice
Published by the OSCE Ofce for Democratic Institutions and Human Rights (ODIHR)
 Al. Ujazdowskie 1900-557 WarsawPolandhttp://www.osce.org/odihr
© Council of Europe, OSCE/ODIHR, UNESCO, OHCHR 2009
 All rights reserved. Readers have the right to use and duplicate information contained in the Compendium, butmention of the original source should be retained at all times. The duplication of Compendium text for com-mercial purposes is prohibited.HR/PUB/09/3
ISBN 978-92-9234-765-9
Design by PureVisual
Layout by Homework, Warsaw, PolandPrinted in Poland by Poligrafus Andrzej Adamiak
 Acknowledgments
The Ofce for Democratic Institutions and Human Rights of the Organization for Security and Co-operation in Europe(OSCE/ODIHR), the Council of Europe (CoE), the Ofce of the United Nations High Commissioner for Human Rights(OHCHR) and the United Nations Educational, Scientic and Cultural Organization (UNESCO) wish to thank the individu
-als and organizations that submitted their practices for this resource and all others who generously contributed their time to
this project. In particular, we would like to gratefully acknowledge the NGO Human Rights Education Associates (HREA)and its Executive Director, Ms. Felisa Tibbitts, who put her knowledge, skills and commitment into the development of thisresource. Special thanks are also extended to experts Barry van Driel, Siarhei Salei and Philip Paelman for their reviews of 
submissions and to the translators, editors and designers who contributed to the creation of this tool.
This publication was made possible thanks, in particular, to generous contributions to ODIHR by the government of Spain.
Disclaimer
Organizations and institutions that authored the practices cited are responsible for the choice and the presentation of thefacts contained in their resource materials and for the opinions expressed therein, which are not necessarily those of theOSCE, CoE, OHCHR or UNESCO.The designations employed and the presentation of material throughout this publication do not imply the expression of anyopinion whatsoever on the part of the OSCE, CoE, OHCHR and UNESCO concerning the legal status or the delimitation of the frontiers or boundaries of any country, territory, city or area.
 
7
III
Foreword / Introduction
Laws, Guidelines and Standards
1. Act Prohibiting Discrimination and other Degrading Treatment 1
5
2. Basque Education Plan for Peace and Human Rights (2008–2011) 1
7
3. Conceptual Framework for Teaching Human Rights 1
9
4. Education for Local and Global Citizenship in the Northern Ireland Curriculum 2
1
5. Honouring Diversity in British Columbia Schools: A Framework 2
3
6. Inclusion of Education for Democratic Citizenship and Human Rights in the EducationOrganic Law 2
5
7. Inclusion of Multiple Cultural Perspectives in the Development of Social Studies Curricula 2
7
8. Muslim Pupils in State Schools: Recommendations of the Canton of Zurich 2
99. Standards of Human Rights Education in Schools 3010. Table of Civic Education Competencies 3
2
Partners’ Resources 3
4
 Approaches and Practices to Improve the Learning Environment
11. Activities to Commemorate the Abolition of Slavery and the Slave Trade
41
1
2. Co-operative Learning in Multicultural Groups (CLIM) 43
1
3. Democracy Education through a National Student Assembl
y
45
1
4. Education for Peac
e
47
15. Everybody has Rights/is Right?! Trainings for Everyday Life Together 50
16. Human Rights and Democracy Education in Schools: From Curriculum to
the “Effective Schools” Approach
52
17.
Human Rights and Service-Learning Manua
l
5418. “I Live in the Camp”: Stories of Roma Children in Mila
n
56
19.
Impetus Youth Award: Project-Based Learning to Promote Human Right
s
5820. Make the Bridge: A Student-Centred, Whole-School Organizatio
n
6021. Methodology and Resources for Integrating Roma Culture in Education (EURROM) 6222.
Participatory Strategies in The World Around Us: A Primary-Level Curriculum forChildren’s Rights Education
6423. Peer Mediation and Peer Education Programme in School
s
6624. “School, a Path to Equality”: A Multi-Year, Non-Formal Education Approac
h
6825. Quit It!: A School-Wide Model for Reducing Teasing and Bullyin
g 70
26.
Rights, Respect, Responsibility: A Whole School Approach
7227. School as State: A Simulated Democratic Stat
e 75
28. School Mediatio
n 77
29.
Stop Bullying: A School-Wide Campaign 7930.
The Peace Factory: A Mobile Interactive Exhibition on Peace, Conict, Freedom,
Prejudices and the Scapegoat Phenomenon
81
31.
 Voice Our Concern: Art-Centred Human Rights Education Programmin
g
8332. Welcome to My Neighbourhood: A Local Exchange Programme for Student
s
85
33.
 Young People’s Civic Action (YPCA) 8734. Youth Act! Programme: Advocacy to Solve Community Problem
s
89
35.
 Youth Councils for Democracy in Local Communitie
s 91Partners’ Resources 93
Table of Contents
1339

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