A Portfolio Of Competences For Democratic Culture

An invaluable tool that can be used to foster and support the development of democratic and intercultural competences in learners.This portfolio is intended for use in conjunction with the Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC). It requires learners to compile documents - such as recordings, texts and images - which demonstrate how they are using their competences for democratic culture in diverse situations within and beyond school. The portfolio supports learners in reflecting critically on their developing competences, and in thinking about how they will further develop their competences in the future. The contents of the portfolio also provide evidence about how a learner's proficiency in the use of these competences is developing, evidence which may be used for either formative or summative assessment purposes.There are two versions of the portfolio: a version for younger learners, that is, children up to approximately the age of 10-11 years; and a standard version, for learners from approximately 10-11 years upwards. Each version is accompanied by a guide for teachers. The present volume contains the standard version

An invaluable tool that can be used to foster and support the development of democratic and intercultural competences in learners. This portfolio is intended for use in conjunction with the Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC). It requires learners to compile documents - such as recordings, texts and images - which demonstrate how they are using their competences for democratic culture in diverse situations within and beyond school. The portfolio supports learners in reflecting critically on their developing competences, and in thinking about how they will further develop their competences in the future. The contents of the portfolio also provide evidence about how a learner's proficiency in the use of these competences is developing, evidence which may be used for either formative or summative assessment purposes. There are two versions of the portfolio: a version for younger learners, that is, children up to approximately the age of 10-11 years; and a standard version, for learners from approximately 10-11 years upwards. Each version is accompanied by a guide for teachers. The present volume contains the younger learners version

A journey towards a democratic teacher ethos and a democratic culture in schools Being a “democratic teacher” requires more than just being good at one’s subject. Among other things, it requires the ability to listen to learners, colleagues and parents and openness to the cultural affiliations and practices they bring to the educational process, empathy and a sense of responsibility for the well-being and empowerment of all learners. The teacher self-reflection tool aims to support teachers and other educators to develop their own competences relating to democratic culture and a “democratic professional ethos”, which builds on the values of democracy, human rights and intercultural dialogue. It offers guidance throughout this development process and on working with the Council of Europe’s Reference Framework of Competences for Democratic Culture (RFCDC). The tool can be used as a means of getting acquainted with the RFCDC, but it can also be used as a companion to self-reflection on teaching and democratic competences.

A new Council of Europe reference framework of competences for democratic culture! Contemporary societies within Europe face many challenges, including declining levels of voter turnout in elections, increased distrust of politicians, high levels of hate crime, intolerance and prejudice towards minority ethnic and religious groups, and increasing levels of support for violent extremism. These challenges threaten the legitimacy of democratic institutions and peaceful co-existence within Europe. Formal education is a vital tool that can be used to tackle these challenges. Appropriate educational input and practices can boost democratic engagement, reduce intolerance and prejudice, and decrease support for violent extremism. However, to achieve these goals, educationists need a clear understanding of the democratic competences that should be targeted by the curriculum. This book presents a new conceptual model of the competences which citizens require to participate in democratic culture and live peacefully together with others in culturally diverse societies. The model is the product of intensive work over a two-year period, and has been strongly endorsed in an international consultation with leading educational experts. The book describes the competence model in detail, together with the methods used to develop it. The model provides a robust conceptual foundation for the future development of curricula, pedagogies and assessments in democratic citizenship and human rights education. Its application will enable educational systems to be harnessed effectively for the preparation of students for life as engaged and tolerant democratic citizens. The book forms the first component of a new Council of Europe reference framework of competences for democratic culture. It is vital reading for all educational policy makers and practitioners who work in the fields of education for democratic citizenship, human rights education and intercultural education.

A new Council of Europe reference framework of competences for democratic culture! Contemporary societies within Europe face many challenges, including declining levels of voter turnout in elections, increased distrust of politicians, high levels of hate crime, intolerance and prejudice towards minority ethnic and religious groups, and increasing levels of support for violent extremism. These challenges threaten the legitimacy of democratic institutions and peaceful co-existence within Europe. Formal education is a vital tool that can be used to tackle these challenges. Appropriate educational input and practices can boost democratic engagement, reduce intolerance and prejudice, and decrease support for violent extremism. However, to achieve these goals, educationists need a clear understanding of the democratic competences that should be targeted by the curriculum. This book presents a new conceptual model of the competences which citizens require to participate in democratic culture and live peacefully together with others in culturally diverse societies. The model is the product of intensive work over a two-year period, and has been strongly endorsed in an international consultation with leading educational experts. The book describes the competence model in detail, together with the methods used to develop it. The model provides a robust conceptual foundation for the future development of curricula, pedagogies and assessments in democratic citizenship and human rights education. Its application will enable educational systems to be harnessed effectively for the preparation of students for life as engaged and tolerant democratic citizens. The book forms the first component of a new Council of Europe reference framework of competences for democratic culture. It is vital reading for all educational policy makers and practitioners who work in the fields of education for democratic citizenship, human rights education and intercultural education.

Contemporary societies within Europe face many challenges, including declining levels of voter turnout in elections, increased distrust of politicians, high levels of hate crime, intolerance and prejudice towards minority ethnic and religious groups, and increasing levels of support for violent extremism. These challenges threaten the legitimacy of democratic institutions and peaceful co-existence within Europe. Formal education is a vital tool that can be used to tackle these challenges. Appropriate educational input and practices can boost democratic engagement, reduce intolerance and prejudice, and decrease support for violent extremism. However, to achieve these goals, educationists need a clear understanding of the democratic competences that should be targeted by the curriculum. This book presents a new conceptual model of the competences which citizens require to participate in democratic culture and live peacefully together with others in culturally diverse societies. The model is the product of intensive work over a two-year period, and has been strongly endorsed in an international consultation with leading educational experts. The book describes the competence model in detail, together with the methods used to develop it. The model provides a robust conceptual foundation for the future development of curricula, pedagogies and assessments in democratic citizenship and human rights education. Its application will enable educational systems to be harnessed effectively for the preparation of students for life as engaged and tolerant democratic citizens. The book forms the first component of a new Council of Europe reference framework of competences for democratic culture. It is vital reading for all educational policy makers and practitioners who work in the fields of education for democratic citizenship, human rights education and intercultural education.

60 activities to learn and assess transversal attitudes, skills and knowledge! TASKs for democracy is a handbook of 60 activities, developed within the Council of Europe Pestalozzi Programme Community of Practice, for practitioners in formal and non-formal educational settings to learn and assess the attitudes, skills, values and knowledge needed to support democratic culture. Democratic culture is more than institutions, laws and procedures. While essential elements of democracy, they do not in themselves make societies democratic: they only work when rooted in what we call “democratic culture” or “a culture of democracy”, the set of attitudes and behaviours required to make democratic institutions and democratic laws function in practice. Competences for democratic culture are therefore essential for building the kind of society in which we would like to live. This 2nd edition of TASKs for democracy supports the Reference Framework of Competences for Democratic Culture endorsed by the Council of Europe Standing Conference of Ministers of Education in April 2016. This publication aims to help build European societies characterised by a culture of democracy and human rights. This is a formidable task and it can only be achieved if European teachers and trainers rise to the challenge with competence and enthusiasm. The collection of learning and “re-learning” activities will support them to promote the development of competences for a democratic culture in their day-to-day educational practice.

EmWhat kind of society will our children live in tomorrow? An important part of the answer to that question lies in the education we give them today. Education plays an essential role in building the future and reflects the type of world we want to prepare for the generations to come. /em Most people would agree that democracy means a form of governance by or on behalf of the people and that it cannot operate without institutions that ensure regular, free and fair elections, majority rule and government accountability. However, these institutions cannot function unless citizens themselves are active and committed to democratic values and attitudes. Education has a central role to play here and this Reference Framework, developed by the Council of Europe's Steering Committee for Education Policy and Practice, supports education systems in the teaching, learning and assessment of competences for democratic culture and provides a coherent focus to the wide range of approaches used. Volume one of the Reference Framework contains the model of competences for democratic culture that was unanimously approved by European ministers of education at their standing conference in Brussels in April 2016. Volume two lists the descriptors of the competences for democratic culture that are intended to help educators identify learning outcomes, achieved proficiency after a period of learning, and areas for further development. Volume three offers guidance on how the model of competences and the corresponding descriptors may be used in six education contexts. Together, these volumes offer educators a reference and a toolbox for designing, implementing and evaluating educational interventions, in formal and non-formal settings.