Global Citizenship and Human Rights Education

Helena PratasISEC – Lisbon

Portugal

Università Roma Tre18th November 2013, Rome, Italy

LEARNING ABOUT “EDUCATION: THE HUMAN RIGHTS DIMENSION”

• The World Programme for Human Rights Education (WPHRE)

• Education for Global Citizenship and Human Rights in Portugal

• An Experience of “Global Education: The Human Rights dimension”

Education for Global Citizenship and Human Rights in Portugal

The study of human rights is not a priority theme

the Council of Europe’s North-South Centre, since its setting up in 1990, in Lisbon, focuses on human

rights

The Annual Lisbon Forum on Human Rights

The North-South Prize - awarded annually to two persons, for their merits in the field of human

rights

Courses on Global Education and Human Rights

4 modules

Education for

Sustainability

Education for Peace

and Conflict Prevention

Human Rights

Education

Intercultural Education

being the global

dimension of Education

for Citizenship Global

Education encompasses:

4 modulesWhat is Global

Education?

“a holistic education

that opens people’s eyes and minds to the realities of the

world,

and awakens to bring about a

world of greater justice, equity,

and human rights for all”

(Maastricht Global Education

Declaration, 2002)

a training course about

Global Education and Human Rights

organized by the North-

South Centre and The Network

University

Period: November

and December 2010, January

2011

It involved at least 8 hours of learning per week

A TRAIN

ING

COURSE

4 modules

Module 1: Introduction to

Global Education:

Human Rights Education

Basics

Module 2: Understanding Human Rights Education in your glocal

context

Module 3: Developing

strategies for action

Module 4: Developing

Human Rights Education activities

Consisted of 4 Modules

examine possible levels of interventions and develop strategies for action in human rights

education

tackle the cross-cutting issues related to human rights education

experience a negotiation on implementing human rights education curriculum

Developing strategies for action

General profile of participants

Collaborative learning: participants worked on the same module at the same time

Participants from all over the world!

Philipines

Nepal Nepal Philipines

55 participants from all over the world...

India

From all over the world...

Spain

FranceGermany

Italy

Bulgary

Romenia

Poland

Russia

England

Holand

Czech R.

Greece

Latvia

Cyprus

Hungary

Portugal

Armenia

Palestine

• From all over the world...

Argentina

Chile

Paraguai

Uruguay

From all over the world...

Kenia

Somalia

Togo

Nigeria

Zimbabwe

Tunisia

Sudan

Ghana

South Africa

Ethiopia

Madagascar

The overall evaluation of the course was very

positive, with a high rating of satisfaction

among the participants’ evaluation

questionnaires

People requested for more time to prepare the assignments, and also for a platform to keep in contact with

the fellow participants after the course

“It was very rich and gave us a whole

approach, with different methods, different

documents and many contacts, all over the

world, which made this course really global!”

It developed the “capacity to plan a

Human Rights Education

Programme”

Evaluation of participants

Participants comments on

lessons learned related to mainly

three areas

1. The challenges of designing and implementing

activities in practice and in context

2. Reflections on the links between HR, globalization and social justice

(ex. having a “global” picture and

diverse local perspectives)

3. Team work and organizational

issues (working in diverse teams and

working with different

stakeholders)

Lessons learned:

This experience

occurred in a teacher training

module on Ethics and Education

Participants: 83 students

training to become School

teachers at ISEC, Lisbon

Aged 19 to 27 years old,

were at the Initial Teacher

Education Program

Purpose: to inform and to

stimulate students to

reflect on the theoretical

bases

and on activities and

strategies that might be used in the various

curricular areas

An experience of Education for Peace and Human Rights

The Council of Europe Project - Education for Democratic Citizenship - served as a basis for the training

A source of reflection, in particular, were the messages of the World Day of Peace

The students reflected about the importance of building peace and educating for peace

They read documents, discussed various issues and have carried out activities on human rights, the need to live truth, justice, love and freedom as pillars of peace and social order

respect for the dignity of the

person, including minorities

development and solidarity as keys to peace,

openness to reconciliation, dialogue and forgiveness

They debated about:

dialogue between cultures, tolerance

Human rights and Children

Rights

Intercultural education, etc.

They debated about:

Education is not only to describe

concepts, but to promote

actions

active, participative

methodologies were applied

to develop knowledge, abilities or skills, and attitudes

Many realized volunteer activities

they became more aware to act with

greater respect for human rights.

They had a clearer awareness of the

dignity of all human beings,

won the inertia to devote time to

others, even when they felt they had no time to give!

The results were quite positive:

Volunteer activities: Solidarity is learned when it is lived!

Thank you very much!hpratas@isec.universitas.pt

C. Cibele Figueiredo and A. Santos Silva (2000) Education for Citizenship in the Portuguese Education System (1974-1999). Lisboa: ME.Education for Democratic Citizenship (2001) Final report of the Portuguese Group involved in the Council of Europe Project. Lisboa: ME.I. Menezes, E. Xavier, C. Cibeli, G. Amaro and B. P. Campos (1999), Civic Education Issues and the intended Curriculum in Basic Education in Portugal. In: J. Torney-Purta, J. Schwille and J. Amadeo (Eds), Civic education Across Countries: Twenty-four National Case Studies from the IEA Civic Education Project. Amsterdam: IEA.GAERI (2000) Educação, sociedade e cidadania. Conferência Internacional. Lisboa, 17-19 de Maio 1999. Actas. Lisboa: ME.GAERI (2001) The Development of Education. National Report of Portugal. Lisboa: Ministry of Education. Departamento da Educação Básica (2002), Reorganização Curricular. Ensino básico. Nova Áreas Curriculares. Lisboa: ME.Naval, C. and Jover, G. (2008) The Research on Moral and Civic Education in the Spanish Educational Theory – Evolution and current trends in JSSE 2-2006, pp.93-104.