Policies and practices for teaching sociocultural diversity
• development of knowledge of history, cultures, arts andreligions;• support for cultural activities and exchanges as a means ofengaging in dialogue;• the strengthening of all the opportunities for teachers toobtain training in the elds of education for democraticcitizenship,humanrights,historyandinterculturaleducation.
1.1. Teacher training: a priority for Council ofEurope intergovernmental co-operationin the eld of education
It is in this context, and in order to take action on the politicalprioritiessetbytheMinisters,thattheCouncilofEurope’sSteeringCommitteeforEducation(CDED),asearlyas2006,steppedupitsactivity on teacher training through the gradual introduction oftraining modules for teacher trainers in several elds of activity,suchaseducationfordemocraticcitizenship,theEuropeandimen-sion of education, the education of Roma children, and theteaching of history and languages.While the emphasis was placed mainly on the production ofteachingtoolsbasedonmethodologicalconcepts,principlesandapproaches and on examples of learning activities in these dif-ferent elds, the development of new skills remains a constantconcern,especiallybecausethequestionofhowteachersacquireskills has to be considered, and because, in most cases, the skillsacquired remain closely linked, and limited, to the specic eldsof each subject taught.It is therefore a worthwhile step for the Council of Europe toconsider the creation of a reference framework to serve as acommondenominator,encompassing“core”fundamentalskills.Were this common denominator to be “education for diversity”,theskillsthatappearedinthereferenceframeworkwould,oncetheyhadbeenacquiredandapplied,provideteachersandeduca-tion professionals in general with means of successfully copingwith our societies’ growing diversity.