helena pratas isec – lisbon portugal
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Università Roma Tre 18 th November 2013, Rome, Italy. Helena Pratas ISEC – Lisbon Portugal. 4 modules. Global Education encompasses:. 4 modules. a training course. 4 modules. Consisted of 4 Modules. Developing strategies for action. General profile of participants. - PowerPoint PPT PresentationTRANSCRIPT
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 [email protected]
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.