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SOCIAL AND CIVIC COMPETENCES, FUNDAMENTAL VALUES,
INTERCULTURAL DIALOGUE AND COMBATING DISCRIMINATION
• Radicalisation leading to violent extremism
• Rise of populism and extremist political ideologies
• Support for EU values enshrined in the Treaty no longer taken for granted
• Intolerant attitudes, xenophobia
• Discrimination
I. CHALLENGES
Education should play a stronger role in
promoting shared values and educating responsible and active citizens
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• Review of Key competences recommendation, including definition of social and civic competences
• Collecting evidence – NESET reports
– 'Education Policies and Practices to foster Tolerance, Respect for Diversity and Civic Responsibility in Children and young People in the EU'
– 'How to tackle and prevent bullying and school violence'
• Peer learning: ET2020 Working Group developing policy framework, online compendium of good practices
• Cooperation with Council of Europe - Competence Framework on Democratic Culture
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II. KEY ACTIONS AT EU LEVEL
III. LESSONS LEARNT
• Peer Learning Activity (PLA) on 26-28 October 2016 in Vienna (Austria) as part of ET 2020 Working Group on ‘Promoting citizenship and the common values of freedom, tolerance and non-discrimination through education’ held its second
• Attended by 13 Member States (AT, CY, CZ, EE, EL, FI, FR, HR, LV, MT, NO, PL, SK), 2 candidate countries (RS, TR), as well as EACEA/Eurydice, FRA, ETUCE, EFEE and the LLL-P
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• Learning content should be culturally sensitive and reflect multi-perspectivity
• Provide education about religion and beliefs in a balanced and human rights framework
• Adjust the content of teaching according to the local needs
• Support extra-curricular activities
• Focus on socio-emotional learning and acquiring social and civic competences with emphasis on skills and attitudes
• The experiential dimension of learning should be promoted through student-centred and participatory approaches from the earliest age
1. Learning content and methods
• School ethos to value diversity and promote mutual respect
• Active participation of all members of the school community, in particular learners to foster their empowerment and their sense of belonging
• Allows space for dialogue and discussion on controversial issues
• Whole-school approaches
2. Democratic school culture
• Diversity training: Teachers need to be supported and empowered to manage diversity
• Make teachers aware of their subtle biases
• Defining teacher competences needed to work in culturally diverse classrooms
• Teachers need confidence and experience in playing a facilitating role in difficult conversations
• A more diverse teacher force should be encouraged
3. Teachers, educators and school leaders
• Learning institutions should be seen as an integral part of the local community
• Home-school partnerships
• Mentors and mediators from the community to work with schools
• Involve NGOs and youth organizations in education to promote mutual respect and develop intercultural competences
4. Engagement with families and local communities
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