Category Archives: Education for Democratic Citizenship and Human Rights Education

Pestalozzi Programme Training Units on Physical Education and Sport for Democracy and Human Rights, (SPORT)

PestalozziThe aims and objectives of physical education and sports in general cover a wide array of physical, social and ethical concerns. The problem often lies in the lack of implementation of these aims in day-to-day practice. There is a need to share, describe and promote what “quality physical education” or what “a physically well educated person” is. Physical education and sport is still often an arena where violent and war-like language and images abound be it in everyday communication or through the media, where discrimination and stereotypes are common. And yet, physical education and sport have a potential, readily recognised in many places, for the promotion and development of values such as human rights, human dignity and cooperation as well as a constructive, respectful attitude to oneself and to others.

This training focused on the contribution of physical education and extra-curricular sports to personal development and these transversal aims of education. Twenty training units written and piloted by participants and edited by a team of experienced Pestalozzi trainers are available for interested teachers and teacher trainers to try out and adapt.

Link Pestalozzi Programme Training Units on Physical Education and Sport for Democracy and Human Rights, (SPORT)

Pestalozzi Programme Training Units on Sex/Sexuality Education – Personal Development, Prevention of Discrimination and Violence, (SexEd)

PestalozziSex and sexuality education (SexEd) is one of many factors that influence social, mental and physical health and well-being of individuals. Therefore SexEd is a part of human rights education, education for democratic citizenship and intercultural education. SexEd is about verbalising sex and sexuality without prejudice and stereotyping by using healthy discourse, building on understanding and respect for sexual diversity, working against taboos, violence and discrimination.

Sixteen training units written and piloted by participants and edited by a team of experienced Pestalozzi trainers are available for interested teachers and teacher trainers to try out and adapt.

Link Pestalozzi Programme Training Units on Sex/Sexuality Education – Personal Development, Prevention of Discrimination and Violence, (SexEd)

Pestalozzi Programme Training Units on the Use of Social Media for Democratic Participation

PestalozziThe Pestalozzi Module series The Use of Social Media for Democratic Participation focused on the use of social media for social interaction and democratic participation. How can education prepare the learners for a critical and responsible use of the media environment for their participation in public-life? What do education professionals need to be able to develop the capacity of learners to use social media to express their opinion, to initiate debate and discussion as well as democratic action aimed at improving the conditions which surround us, whatever topic they choose to focus on: sustainable environment and production, living together in diversity, responsible consumerism, or any other form of appropriate social and political action?

Sixteen training units with a focus on the use of social media for democratic participation written and piloted by participants and edited by a team of experienced Pestalozzi trainers are available for interested teachers and teacher trainers to try out and adapt.

Link Pestalozzi Programme Training Units on the Use of Social Media for Democratic Participation

TASKs for Democracy

Pestalozzi Series Book 4 (2015)

PPN°4TASKs for democracy – 60 activities to learn and assess transversal attitudes, skills and knowledge is a handbook for practitioners in formal and non-formal educational settings developed within the Pestalozzi Programme Community of Practice of the Council of Europe. The handbook focuses on competences for democracy in all areas of education for educational professionals.

*Following the meeting of the Steering Committee for Education Policy and Practice (CDPPE) on 16 March 2016, the CDPPE instructed the Council of Europe to revise this publication to bring it in line with a more recent political priority of the CoE, Competences for Democratic Culture. The second edition, to be finalised in the coming months, will reflect this instruction.

The 60 activities presented form an integral part of the original publication. They are the collection of learning and “re-learning” activities which will help practitioners to promote the development of these components in their day-to-day educational practice. The introductory chapters are currently under review .It is expected that a revised version of TASKS will be published later in 2016. Some of the activities include references to the introductory chapters. Readers should disregard these.

Link TASKs for Democracy*

Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education and Explanatory Memorandum

COE_charterThis charter adopted in the framework of Recommendation CM/Rec(2010)7 of the Committee of Ministers is concerned with Education for Democratic Citizenship (EDC) in Europe and discusses among others:

  • the purposes of EDC to benefit each individual in their activities and learning in particular;
  • education policies related to EDC at different levels and in different sections of education;
  • the evaluation of programmes and international co-operation.

Link Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education and Explanatory Memorandum

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-competencesThis publication presents the core competences that define the essential capabilities of teachers in implementation of EDC/HRE in the classroom, both throughout the whole school and in the wider community. It is intended for teachers in all phases of education (not only EDC/HRE 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 progressive clusters corresponding to questions and issues teachers and teacher educators are bound to meet when implementing EDC/HRE:

  • EDC/HRE knowledge and understanding;
  • teaching and learning activities that develop EDC/HRE in the classroom and school (planning, class management, teaching and assessment);
  • teaching and learning activities that develop EDC/HRE through partnerships and community involvement (EDC/HRE in action);
  • implementing and evaluating participatory EDC/HRE approaches”

Link How all Teachers Can Support Citizenship and Human Rights Education: A Framework for the Development of Ccompetences