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Презентация Сборника примеров успешных практик

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Education for Democracy and Human Rights
Education: good practices, lessons learned
and challenges from ODIHR’s perspective
International Seminar on
Education for Democracy
21-22 May 2012, Ulaanbaatar
Pavel Chacuk, OSCE/ODIHR
Organization for Security and Cooperation in
Europe (OSCE)
Basic principles
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CSCE/OSCE: comprehensive and cooperative approach to security
Decisions not legally but politically binding –
“commitments”
Consensus among 56 equal, sovereign
states
Three dimensions of security
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Politico-military dimension
Economic and environmental
dimension
Human dimension
Human dimension commitments Office for Democratic Institutions and Human Rights
of (OSCE/ODIHR)
Human dimension commitments
related to education
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Generally refer to human rights education
(Copenhagen 1990; Moscow 1991 etc.)
OSCE Ministerial Council, Decision No.
11/2005, “Promotion of human rights
education and training in the OSCE area”
– task to ODIHR to develop A Compendium
of Good Practice in Human Rights Education
(“Human Rights Education in the School
Systems of Europe, Central Asia and North
America: A Compendium of Good Practice’’)
EfD, HRE and the world today: Some
basic Questions
Questions continued
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�Catchers in the Rye’
and older people (LLL)
Government’s perspectives and
pressures/debates around education
What is education for democracy (problems
of definitions vis-Г -vis human rights
education and what to do about it)
Definition of �Human rights education’
(World Programme for HRE)
- education, training and information aiming
at building a universal culture of human
rights through the sharing of knowledge,
imparting of skills and moulding of attitudes
directed to:
… (d) The enabling of all persons to participate
effectively in a free and democratic society governed
by the rule of law…
See Article by Andre Keet (University of Pretoria) !
Implementation Strategy and Components of Quality
Human Rights Education (in Schools) according to
World Programme for HRE (2005 - ongoing)
Components
Implementation Stages
1. Strategies
2. Planning
3. (School) Environment
4. Teaching and learning
5. Professional development
of teaching personnel
1. Analysis
2. Dev-t of a strategy
3. Implementing &
monitoring
4. Evaluating
“Human Rights Education in the School Systems
of Europe, Central Asia and North America: A
Compendium of Good Practice’’
Based on
- World Programme for Human Rights Education
(2005-2009), UN GA Resolution 59/113A
Partners
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OSCE/ODIHR,
OHCHR,
UNESCO,
Council of Europe,
Human Rights Education Associates (US-based NGO)
Structure of Compendium
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Section 1. Laws, guidelines and standards;
Section 2. Approaches and practices to
improve the learning environment;
Section 3. Teaching and learning tools for
the classroom;
Section 4. Professional development for
educators and other adults; and
Section 5. Evaluation and assessment
approaches.
What is a “good practice”?
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Appropriateness (addresses core themes)
Effectiveness (evidence)
Originality (unique approach)
Ease of use
Adaptability
Sustainability
Approach (participatory methods)
Inclusiveness
Section 1. Legislative base in education
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Human rights principles mainstreamed in all
educational system
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Developed with all stakeholders
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Ensures the implementation of international
obligations related to quality education
Section 2. Learning Environment
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Respect for human rights of all members of
the school community – students, teachers,
administrative personnel, parents, etc.
Mutual understanding, respect and
responsibility
Allows young people to express their
opinions and participate in the life of a school
Creating opportunities to communicate with
the world
Section 3. Teaching and Learning
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Comprehensive approach based on
human rights values and principles
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Human rights concepts and practical
approaches should be in all aspects of
teaching and learning
Textbooks, manuals and methodology
applied should be human-rights oriented
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Section 4. Professional development
for educators and other adults
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Key role of teachers
Development of teachers and school
administration in human rights
Human rights of teachers
Responsibility for professional support of
teaching personnel
Section 5. Evaluation and
assessment approaches.
The role of evaluation of HRE
пЃ¬ What types of evaluation
пЃ¬ Who evaluates and when
пЃ¬ Methods and tools of assessments
пЃ¬ Preparation, conduction of evaluation,
work with the results of evaluation
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Guidelines on Human Rights Education
in the Secondary School System
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Standard – setting type document aiming to
support the World Programme on HRE
Guiding principles related to the areas crucial for
quality human rights education:
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Overall Processes and Goals
Curricula
Teaching/Training and Learning Processes
Evaluation
Training, Professional Development and Support
for Educators
Core Competencies (key learner outcomes)
ODIHR’s Education-related Areas of
Work
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Area 1. Promoting educational approaches to
combat anti-Semitism
Area 2. Promoting educational approaches
to Intolerance and Discrimination against
Muslims
Area 3. Human rights education
Area 4. Education on Roma and Sinti Issues
Other areas (to support civil society, legal
professionals, increase women participation
etc.)
Баярлалаа!
E-mail: pavel.chacuk@odihr.pl
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