Erasmus+ - Education, Audiovisual and Culture … · definition of social and civic competences ... sense of belonging • Allows space for dialogue and discussion on controversial

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Erasmus+

Social Inclusion

Infoday

25 April 2017

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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

Some figures…on discrimination

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…. On education related to diversity

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

Questions?

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