Ministers’ Deputies
CM Documents

CM(2010)32 25 March 20101

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1084 Meeting, 5 May 2010
7 Education and culture

7.1 Steering Committee for Education (CDED)
a. Abridged report of the 9th plenary session (Strasbourg, 24-26 February 2010)
b. Draft Recommendation CM/Rec(2010)… of the Committee of Ministers to member states on the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education and its Explanatory Memorandum

Item to be prepared by the GR-C at its meeting on 20 April 2010

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Opening of the meeting

1. The 9th annual plenary session of the Steering Committee for Education (CDED) was held at the Council of Europe in Strasbourg, from 24 to 26 February 2010, with Ms Roy Chourdaki (Greece) in the Chair.

2. The CDED adopted the agenda of the meeting, as it appears in Appendix 1, and the order of business. The list of participants as well as the complete list of decisions can be obtained from the Secretariat.

Statements by the Chair and the Secretariat

3. The CDED took note of and welcomed the Secretary General’s reform proposals during an exchange of views with the Special Advisor to the Secretary General in charge of reforms and the Director General of Directorate General IV.

Follow up to Committee of Ministers' decisions

4. The CDED took note of the Committee of Ministers Decision CM/879/13012010 giving ad hoc terms of reference to the CDED to follow up the implementation of its Recommendation CM/Rec(2007)13 on gender mainstreaming in education. The CDED decided to instruct the Bureau to make arrangements for monitoring and co-ordinating work on the preparation of an assessment report of the recommendation to be submitted to the Committee of Ministers before the end of 2011.

Programme of Activities 2009-2010

5. The CDED took note of the state of implementation of the Programme of Activities 2009-2010 and in light of the discussions taking place on the reform of the Council of Europe decided to instruct the Bureau to continue their discussions on the adjustment of the programme and of the supervision or monitoring structures.

6. The CDED considered the final version of the draft Committee of Ministers recommendation to member states on the European Charter on education for democratic citizenship (EDC) and human rights education (HRE) and its Explanatory Memorandum. It decided to approve the draft recommendation, as it appears in Appendix 2, and to forward it to the Committee of Ministers with a view to its adoption. The CDED took note of the Explanatory Memorandum to the draft recommendation, as it appears in the addendum to the present document, and decided to forward it to the Committee of Ministers for so that it could take note thereof.

7. The CDED considered the preliminary drafts of the political texts to be adopted at the 23rd session of the Standing Conference of European Ministers of Education (Slovenia, 4-5 June 2010), to which it made a series of modifications and decided to forward them to the Committee of Ministers for information, as they appear in Appendices 3 and 4.

8. The CDED warmly welcomed the invitation made by the Finnish delegation to host the 24th session of the Standing Conference at a date to be decided.

9. The CDED decided to include in the list of participants of the Conference: the Steering Committee for Equality between Women and Men (CDEG), the European Co-ordination Forum for the Council of Europe Disability Action Plan 2006-2015 (CAHPAH), the European Steering Committee for Youth (CDEJ), the North-South Centre and the European Wergeland Centre.

10. The CDED took note of the final Communiqué adopted by the Ministers of Education from the Western Balkans during the informal conference held in Belgrade (Serbia, 25-26 January 2010) at the initiative of Serbian authorities. The CDED thanked the Serbian authorities for hosting the conference and decided to forward the Communiqué to the 23rd session of the Standing Conference of European Ministers of Education.

11. The CDED took note of the final results of the projects “Policies and practices for teaching sociocultural diversity” (2006-2009), “Education of Roma children in Europe” (2002-2009), “The Image of the Other in History Teaching" (2006-2009) and requested that the project results be disseminated widely in the member states.

12. The CDED took note with great interest of the results obtained in 2009 by the projects, "Education for Democratic Citizenship and Human Rights", "Language Policies for Democratic Citizenship and Social Inclusion", as well as the “Pestalozzi Programme for teacher trainers and education professionals”.

Co-operation with other Council of Europe bodies and international organisations

13. The CDED was satisfied with its co-operation with the CDESR in the context of its programme and particularly with regard to the activities organised as part of the EDC/HRE project, the preparatory activities for the 23rd session of the Standing Conference of Ministers of Education and in the context of the joint Council of Europe/European Commission programmes in South–East Europe.

14. The CDED took note with satisfaction of the presentation by the Director of the Wergeland Centre on the Centre’s programme of activities and its joint activities with the Directorate of Education of the Council of Europe.

15. The CDED reiterated its interest in continuing its co-operation with the North-South Centre and examined in the context of a draft Recommendation of the Committee of Ministers to member states on education for global interdependence and solidarity – building a global citizenship based on human rights and responsibilities, developed jointly by the North-South Centre and the CDED.

16. The CDED instructed the already existing drafting group and the Secretariat to prepare a revised draft, taking account of the discussions, to be presented at its next plenary session in 2011.

17. The CDED took note of the presentation by the UNESCO representative concerning the priorities of UNESCO’s programme of activities and welcomed the good level of co-operation between the two organisations.

18. The CDED took note of the presentation by the Secretariat of the project “Euroschools” to be launched by EPAS (Enlarged Agreement on Sport).

19. The CDED decided to postpone discussion on the request of the Conference of European Churches for obtaining observer status within the Steering Committee for Education (CDED) and instructed the Bureau to examine this request at its next meeting.

Elections

20. The CDED elected Ms Roy Chourdaki Chair for 2010-2011 (second term of office) and Mr Jorma Kauppinen, Vice-Chair for 2010-2011 (first term of office) and elected a new member of the Bureau, Ms Oksana Kovalenko, for 2010-2012 (first term of office).

Dates of Bureau meetings and the 10th plenary session of the Steering Committee for Education

21. The Committee decided to hold the 10th plenary meeting in the third week of March 2011, the 17th meeting of the Bureau on 30 September and 1 October 2010 and the 18th meeting of the Bureau on 9 and 10 December 2010 in Strasbourg.

Appendix I

Agenda

1. Opening of the meeting
2. Adoption of the agenda
3. Statements by the Chair and the Secretariat
3.1. Elections
4. Decisions taken by the Committee of Ministers and adopted texts by the Parliamentary Assembly
4.1. Follow up of Committee of Ministers’ decisions
4.2. Terms of reference of the Steering Committee for Education
4.3 Draft opinion on Parliamentary Assembly Recommendation 1903 (2010) “Fifteen years since the International Conference on Population and Development Programme of Action”
5. Progress report on the 2009 Programme of Activities and new Programme of activities for 2010
5.1. Project: "Education for democratic citizenship and Human Rights"
5.1.1. Draft Recommendation on the Charter of the Council of Europe on education for democratic citizenship (EDC) and human rights education (HRE)
5.2. Project: "Policies and practices for teaching sociocultural diversity"
5.3. Project: "Education of Roma children in Europe"
5.4. Project: "Day of Remembrance of the Holocaust and for the prevention of crimes against humanity"
5.5. "Pestalozzi" Programme for teacher trainers and education professionals
5.6. Project: "The Image of the Other in History Teaching"
5.7. Programme: "Language Policies for Democratic Citizenship and Social Inclusion"
5.8. Intercultural education and exchanges
6. Objectives and new Programme of Activities for 2010
7. 23rd session of the Standing Conference of the Council of Europe of Ministers of Education, Slovenia 4 and 5 June 2010
7.1 Informal Conference of Ministers of Education from the Western Balkans, Belgrade, Serbia, 25 and 26 January 2010
8. Co-operation with other Council of Europe bodies and International organisations.
8.1 Co-operation with the Steering Committee for Higher Education and Research (CDESR)
8.2 Co-operation with the “European Wergeland Centre – European Resource Centre on Education for Intercultural Understanding, Human Rights and Democratic Citizenship”
8.3 Co-operation with the European Centre for Global Interdependence and Solidarity - North-South Centre
8.4 Co-operation with International organisations
9. Elections
10. Dates of meetings of the Bureau and of the 10th plenary session of the Steering Committee for Education
11. Any other business
12. Adoption of the list of decisions

Appendix 2

Draft Recommendation CM/Rec(2010) …..
of the Committee of Ministers to member states
on the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education

(Adopted by the Committee of Ministers on … … 2010
at the …th meeting of the Ministers' Deputies)

1. The Committee of Ministers, under the terms of Article 15.b of the Statute of the Council of Europe;

2. Recalling the core mission of the Council of Europe to promote human rights, democracy and the rule of law;

3. Firmly convinced that education and training play a central role in furthering this mission;

4. Having regard to the right to education conferred in international law, and particularly in the European Convention on Human Rights (ETS No. 5), the Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights and the international Convention on the Rights of the Child;

5. Recalling that the World Conference on Human Rights meeting in Vienna in 1993 called on states to include human rights, democracy and the rule of law as subjects in the curricula of all learning institutions in formal and non-formal education;

6. Having regard to the decision taken at the Second Summit of the Heads of State and Government of the Council of Europe (1997) to launch an initiative for education for democratic citizenship with a view to promoting citizens’ awareness of their rights and responsibilities in a democratic society;

7. Recalling Recommendation Rec(2002)12 of the Committee of Ministers on education for democratic citizenship and wishing to build on it;

8. Having regard to Recommendation Rec(2003)8 of the Committee of Ministers on the promotion and recognition of non-formal education/learning of young people and to Recommendation Rec(2004)4 on the European Convention on Human Rights in university education and professional training;

9. Having regard to Parliamentary Assembly Recommendation 1682 (2004) calling for a European framework convention on education for democratic citizenship and human rights education to be drafted;

10. Responding to the call by the 7th Conference of European Ministers responsible for Youth, meeting in Budapest in 2005, for a framework policy document on education for democratic citizenship and human rights education;

11. Desiring to contribute to the achievement of the aims of the World Programme for Human Rights Education adopted by the General Assembly of the United Nations in 2005, for which the Council of Europe is the regional partner in Europe;

12. Desiring to build on the experience of the 2005 European Year of Citizenship through Education, during which states and non-governmental organisations reported numerous examples of good practice in education for democratic citizenship and human rights education, and to consolidate, codify and spread such good practice throughout Europe;

13. Bearing in mind that member states are responsible for the organisation and content of their educational systems;

14. Recognising the key role played by non-governmental organisations and youth organisations in this area of education and anxious to support them in it,

Recommends that the governments of member states:

implement measures based on the provisions of the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education, as set out in the appendix to this recommendation;

ensure that the Charter is widely disseminated to their authorities responsible for education and youth;

Instructs the Secretary General to transmit this recommendation to:

the governments of States Parties to the European Cultural Convention (ETS No. 18) which are not member states of the Council of Europe;

to international organisations.

Appendix to Recommendation CM/Rec(2010) …..

Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education

Adopted in the framework of Recommendation CM/Rec(2010) ….. of the Committee of Ministers

Section I – General provisions

1. Scope

The present Charter is concerned with education for democratic citizenship and human rights education as defined in paragraph 2. It does not deal explicitly with related areas such as intercultural education, equality education, education for sustainable development and peace education, except where they overlap and interact with education for democratic citizenship and human rights education.

2. Definitions

For the purposes of the present Charter:

a. “Education for democratic citizenship” means education, training, awareness-raising, information, practices and activities which aim, by equipping learners with knowledge, skills and understanding and developing their attitudes and behaviour, to empower them to exercise and defend their democratic rights and responsibilities in society, to value diversity and to play an active part in democratic life, with a view to the promotion and protection of democracy and the rule of law.

b. “Human rights education” means education, training, awareness raising, information, practices and activities which aim, by equipping learners with knowledge, skills and understanding and developing their attitudes and behaviour, to empower learners to contribute to the building and defence of a universal culture of human rights in society, with a view to the promotion and protection of human rights and fundamental freedoms.

c. “Formal education” means the structured education and training system that runs from pre-primary and primary through secondary school and on to university. It takes place, as a rule, at general or vocational educational institutions and leads to certification.

d. “Non-formal education” means any planned programme of education designed to improve a range of skills and competences, outside the formal educational setting.

e. “Informal education” means the lifelong process whereby every individual acquires attitudes, values, skills and knowledge from the educational influences and resources in his or her own environment and from daily experience (family, peer group, neighbours, encounters, library, mass media, work, play, etc).

3. Relationship between education for democratic citizenship and human rights education

Education for democratic citizenship and human rights education are closely inter-related and mutually supportive. They differ in focus and scope rather than in goals and practices. Education for democratic citizenship focuses primarily on democratic rights and responsibilities and active participation, in relation to the civic, political, social, economic, legal and cultural spheres of society, while human rights education is concerned with the broader spectrum of human rights and fundamental freedoms in every aspect of people’s lives.

4. Constitutional structures and member state priorities

The objectives, principles and policies set out below are to be applied:

a. with due respect for the constitutional structures of each member state, using means appropriate to those structures.

b. having regard to the priorities and needs of each member state.

Section II – Objectives and principles

5. Objectives and principles

The following objectives and principles should guide member states in the framing of their policies, legislation and practice.

a. The aim of providing every person within their territory with the opportunity of education for democratic citizenship and human rights education.

b. Learning in education for democratic citizenship and human rights education is a lifelong process. Effective learning in this area involves a wide range of stakeholders including policy makers, educational professionals, learners, parents, educational institutions, educational authorities, civil servants, non-governmental organisations, youth organisations, media and the general public.

c. All means of education and training, whether formal, non-formal or informal have a part to play in this learning process and are valuable in promoting its principles and achieving its objectives.

d. Non-governmental organisations and youth organisations have a valuable contribution to make to education for democratic citizenship and human rights education, particularly through non-formal and informal education, and accordingly need opportunities and support in order to make this contribution.

e. Teaching and learning practices and activities should follow and promote democratic and human rights values and principles; in particular, the governance of educational institutions, including schools, should reflect and promote human rights values and foster the empowerment and active participation of learners, educational staff and stakeholders, including parents.

f. An essential element of all education for democratic citizenship and human rights education is the promotion of social cohesion and intercultural dialogue and the valuing of diversity and equality, including gender equality; to this end, it is essential to develop knowledge, personal and social skills and understanding that reduce conflict, increase appreciation and understanding of the differences between faith and ethnic groups, build mutual respect for human dignity and shared values, encourage dialogue and promote non-violence in the resolution of problems and disputes.

g. One of the fundamental goals of all education for democratic citizenship and human rights education is not just equipping learners with knowledge, understanding and skills, but also empowering them with the readiness to take action in society in the defence and promotion of human rights, democracy and the rule of law.

h. Ongoing training and development for education professionals and youth leaders, as well as for trainers themselves, in the principles and practices of education for democratic citizenship and human rights education are a vital part of the delivery and sustainability of effective education in this area and should accordingly be adequately planned and resourced.

i. Partnership and collaboration should be encouraged among the wide range of stakeholders involved in education for democratic citizenship and human rights education at state, regional and local level so as to make the most of their contributions, including among policy makers, educational professionals, learners, parents, educational institutions, non-governmental organisations, youth organisations, media and the general public.

j. Given the international nature of human rights values and obligations and the common principles underpinning democracy and the rule of law, it is important for member states to pursue and encourage international and regional co-operation in the activities covered by the present Charter and the identification and exchange of good practice.

Section III – Policies

6. Formal general and vocational education

Member states should include education for democratic citizenship and human rights education in the curricula for formal education at pre-primary, primary and secondary school level as well as in general and vocational education and training. Member states should also continue to support, review and update education for democratic citizenship and human rights education in these curricula in order to ensure their relevance and encourage the sustainability of this area.

7. Higher education

Member states should promote, with due respect for the principle of academic freedom, the inclusion of education for democratic citizenship and human rights education in higher education institutions, in particular for future education professionals.

8. Democratic governance

Member states should promote democratic governance in all educational institutions both as a desirable and beneficial method of governance in its own right and as a practical means of learning and experiencing democracy and respect for human rights. They should encourage and facilitate, by appropriate means, the active participation of learners, educational staff and stakeholders, including parents, in the governance of educational institutions.

9. Training

Member states should provide teachers, other educational staff, youth leaders and trainers with the necessary initial and ongoing training and development in education for democratic citizenship and human rights education. This should ensure that they have a thorough knowledge and understanding of the discipline’s objectives and principles and of appropriate teaching and learning methods, as well as other key skills appropriate to their area of education.

10. Role of non-governmental organisations, youth organisations and other stakeholders

Member states should foster the role of non-governmental organisations and youth organisations in education for democratic citizenship and human rights education, especially in non-formal education. They should recognise these organisations and their activities as a valued part of the educational system, provide them where possible with the support they need and make full use of the expertise they can contribute to all forms of education. Member states should also promote and publicise education for democratic citizenship and human rights education to other stakeholders, notably the media and general public, in order to maximise the contribution that they can make to this area.

11. Criteria for evaluation

Member states should develop criteria for the evaluation of the effectiveness of programmes on education for democratic citizenship and human rights education. Feedback from learners should form an integral part of all such evaluations.

12. Research

Member states should initiate and promote research on education for democratic citizenship and human rights education to take stock of the current situation in the area and to provide stakeholders including policy makers, educational institutions, school leaders, teachers, learners, non-governmental organisations and youth organisations with comparative information to help them measure and increase their effectiveness and efficiency and improve their practices. This research could include, inter alia, research on curricula, innovative practices, teaching methods and development of evaluation systems, including evaluation criteria and indicators. Member states should share the results of their research with other member states and stakeholders where appropriate.

13. Skills for promoting social cohesion, valuing diversity and handling differences and conflict

In all areas of education, member states should promote educational approaches and teaching methods which aim at learning to live together in a democratic and multicultural society and at enabling learners to acquire the knowledge and skills to promote social cohesion, value diversity and equality, appreciate differences – particularly between different faith and ethnic groups – and settle disagreements and conflicts in a non-violent manner with respect for each others’ rights, as well as to combat all forms of discrimination and violence, especially bullying and harassment.

Section IV – Evaluation and co-operation

14. Evaluation and review

Member states should regularly evaluate the strategies and policies they have undertaken with respect to the present Charter and adapt these strategies and policies as appropriate. They may do so in co-operation with other member states, for example on a regional basis. Any member state may also request assistance from the Council of Europe.

15. Co-operation in follow-up activities

Member states should, where appropriate, co-operate with each other and through the Council of Europe in pursuing the aims and principles of the present Charter by:

a. pursuing the topics of common interest and priorities identified;

b. fostering multilateral and transfrontier activities, including the existing network of co-ordinators on education for democratic citizenship and human rights education;

c. exchanging, developing, codifying and assuring the dissemination of good practices;

d. informing all stakeholders, including the public, about the aims and implementation of the Charter;

e. supporting European networks of non-governmental organisations, youth organisations and education professionals and co-operation among them.

16. International co-operation

Member states should share the results of their work on education for democratic citizenship and human rights education in the framework of the Council of Europe with other international organisations.

Appendix 3

Preliminary draft declaration on the theme of the 23rd session of the Council of Europe Standing Conference of Ministers of Education (Ljubljana, Slovenia, 4-5 June 2010)

We, the European Ministers of Education,2 meeting in Ljubljana and Brdo on the occasion of the 23rd session of the Council of Europe Standing Conference, hereby adopt the present declaration:

1. Considering the Action Plan of the Third Summit of Council of Europe Heads of State and Government (Warsaw, 16-17 May 2005), which provides that education is one of the “essential enabling factors for effective implementation of Council of Europe core values in our societies” and that “the tasks of building a knowledge-based society and promoting a democratic culture among our citizens require increased efforts of the Council of Europe in the field of education”;

2. Referring to the Standing Conference held in Athens (10-12 November 2003), at which we discussed the importance of professional development for teachers in the implementation of new strategies and working methods for managing the new situations arising in our schools and resolving conflicts in a non-violent way;

3. Recalling the Declaration of the 22nd session of our Conference in Istanbul (4-5 May 2007) recognising that “the full enjoyment of the right to education is essential to sustainable, cohesive and democratic societies” and in which we identified certain competences for fostering democratic culture and social cohesion, including intercultural, social and language skills;

4. Referring to the Resolution on the 2008-2010 programme of activities of the Council of Europe in the field of education adopted at the Istanbul Conference (4-5 May 2007), in which we recommended “promoting, in member states, education and training for teachers, trainers, school heads and other educational staff in the formal and non-formal sectors in order to make teaching staff better qualified and more professional”;

5. Recalling the establishment as of 2010, of the European Higher Education Area, as well as the important contribution of the Council of Europe to this Area and to the Bologna Process having led to its establishment;

6. Recognising that, in times of global economic crisis, European societies are facing many challenges such as increasing inequality and social exclusion, which threaten the fundamental principles of socially sustainable societies including equal opportunities and social justice;

7. Underlining the role and contribution of education in taking up these challenges and, more particularly, the role of teachers at all levels, from pre-primary through higher education to lifelong learning, as professionals and agents of change with an educational and social mission;

8. Considering that all teachers and other education professionals are one of the essential pillars of the process of building sustainable democratic societies and need to develop the necessary transversal competences; these are interrelated knowledge, skills and attitudes enabling teachers to model democratic and participatory processes based on respect for human rights, diversity and human dignity;

9. Reaffirming our commitment to continued action to maintain and improve the quality of education for all and to prevent exclusion, so as to increase the competitiveness of Europe’s citizens in the knowledge economy, while ensuring social cohesion;

10. Underlining the need to maintain adequate levels of funding in the education sector and especially in initial and in-service training for education staff;

11. Expressing our determination to implement educational actions geared specifically to Europe’s diverse and multicultural societies with a view to reducing social tensions and furthering our societies’ democratic culture;

12. Identifying, through the discussions at our Conference, as our common goals for future action in the field of teacher education :

12.1 equipping teachers with the transversal competences required for fostering in the learner community the skills needed to live in a diverse, democratic society and to fully participate in it;

12.2 encouraging partnerships within the educational community so that all players concerned with education are fully involved in an approach based on shared responsibilities;

12.3 ensuring social recognition of the teaching profession;

13. Agree that the achievement of these goals requires our governments to take a series of measures and undertake:

13.1 to support education professionals (including teachers, school principals and administrators) at all levels in fulfilling their educational and social responsibilities through appropriate public policies;

13.2 to ensure that the degree of recognition enjoyed by the teaching profession is commensurate with the importance of the task it performs and is reflected through remuneration and conditions of service, including opportunities for continuing professional development;

13.3 to promote a culture of lifelong learning for education professionals at all levels, including through high quality initial and in-service training;

13.4 to encourage higher education and training establishments to upgrade and improve the standards of their initial and/or in-service teacher training programmes, to make sure that they attract and support high quality entrants, taking account of the range of diversity within our societies;

14. Wish that the above measures lead principally to:

14.1 the diversification of the training and/or recruitment options, inter alia, by making use of the opportunities of the European Higher Education Area, for Europe’s future teachers;

14.2 the development of plurilingualism and the promotion of mobility and networking in initial and
in-service teacher training;

14.3 the development of “a” teaching and learning methodology, which equips future teachers with the knowledge, skills and attitudes needed for managing a diverse sociocultural environment;

14.4 the inclusion of research in the training programmes of future teachers and involvement of practising teachers in school-based research projects;

14.5 the introduction of effective tools for evaluation and self-evaluation allowing teachers to take responsibility for and ownership of their professional development;

14.6 working conditions that enable teachers to focus on their educational role and make the profession more attractive ;

14.7 the involvement of education professionals in policy-making which affects them;

14.8 the establishment and maintenance of sound partnerships between the educational community and all other relevant players in society;

14.9 awareness among all education professionals of their role in promoting sustainable democratic societies;

15. Call on the Committee of Ministers to acknowledge the fundamental role of teachers as agents of change in the process of building and managing sustainable democratic societies respectful of human rights and diversity and accordingly to instruct the Steering Committee for Education (CDED) and the Steering Committee for Higher Education and Research (CDESR), on the basis of the results achieved under their programme of activities and with a view to maintaining their long-term impact at pan-European level:

15.1 to endorse Council of Europe initiatives for co-operation in order to help education professionals to continue developing the transversal competences needed in diverse, democratic societies;

15.2 to support intercultural understanding, in accordance with the Council of Europe White Paper on Intercultural Dialogue, advancing intercultural dialogue through the development of democratic governance of cultural diversity, the strengthening of democratic citizenship and participation, the teaching and learning of transversal competences, the provision of spaces for intercultural dialogue and exchanges;

15.3 to encourage the participation of education professionals in pan-European networking and training in the framework of the Council of Europe Pestalozzi Programme;

15.4 to continue work to improve the status of teachers in the member states;

15.5 to endorse plurilingualism and mobility among teachers and future teachers;

15.6 to report in due course to the Council of Europe Standing Conference of Ministers of Education about the initiatives taken by member states to implement this declaration.

Appendix 4

Preliminary draft resolution on the enhancement of teachers’ professional development through the Pestalozzi Programme

The European Ministers of Education, at the 23rd session of the Council of Europe Standing Conference,

Having regard to

    - Recommendation 1849 (2008) of the Parliamentary Assembly of the Council of Europe on teacher education “For the promotion of a culture of democracy and human rights through teacher education” calling for the recognition of the role of teachers and other educational staff as important actors in promoting the culture of human rights and democracy and expressing its renewed support of the Council of Europe’s “Pestalozzi” programme for education professionals;

    - the 22nd session of the Standing Conference of European Ministers of Education “Building a more humane and inclusive Europe: role of education policies”, Istanbul (Turkey), 4 and 5 May 2007, asking to intensify action to train members of the teaching profession in the priority areas of education;

    - the Action Plan of the Third Summit of Heads of State and Government of the member states of the Council of Europe, Warsaw (Poland), 16 and 17 May 2005 which stipulates that “The Council of Europe will enhance all opportunities for the training of educators, in the fields of education for democratic citizenship, human rights, history and intercultural education”;

    - the declaration on the occasion of the celebration of the 50th anniversary of the European Cultural Convention, Wroclaw (Poland), 9 and 10 December 2004, calling for the expansion of European opportunities for the training of educators to equip people with the knowledge, skills and attitudes for life in democratic societies;

    - the declaration of the 21st session of the Standing conference of European Ministers of Education “Intercultural education: managing diversity, strengthening democracy”, Athens (Greece), 10 to 12 November 2003, underlining the importance of teacher education in facing new challenges;

Recognising the crucial importance of education professionals as a key profession for the development of the knowledge, skills, attitudes and values necessary for a sustainable democratic culture,

Acknowledging the contribution of the Pestalozzi Programme, the Council of Europe training programme for education professionals, to the development of transversal knowledge, skills and attitudes needed for a society based on Council of Europe values and standards by offering relevant training to education professionals,

Approving the recent positive developments within the Pestalozzi Programme to improve its effectiveness and impact in member states; notably:

    - the focus on the values upheld by the Council of Europe and on priority themes of the organisation;
    - the unique training for teacher trainers across Europe in the form of the European Modules for trainer training;
    - the effective methodology of training it developed based on interactivity, peer training and learning by doing;
    - the special attention given to cascading and dissemination as part of each training activity;
    - the establishment of networks of education professionals across Europe promoting the values and standards of the Council of Europe in day-to-day educational practice;
    - the development of effective support mechanisms for documentation and communication in the form of a user-friendly website and of a social networking platform for all the actors involved in the Pestalozzi Programme;
    - the focus on visibility and the development of adapted information and presentation material;

Welcoming the maintenance of existing and the development of new partnerships with external partners and within the organisation, in particular:

    - the long-standing partnership with the Land Baden-Württemberg and the German Federal Authorities (Academy of Bad Wildbad, formerly Academy of Donaueschingen);
    - the co-operation with the recently European Wergeland Centre in Oslo established by the Norwegian authorities in co-operation with the Council of Europe;
    - the participation in the Joint Programme of the Council of Europe and the European Commission “Interculturality and the Bologna Process in Kosovo”3 providing trainer training with a focus on intercultural understanding;
    - the co-operation with the Media and Information Society Division of the Directorate General of Human Rights and Legal Affairs of the Council of Europe with regard to the trainer training series on “Media literacy based on human rights”;

Convinced that international networking and co-operation is a stimulus and a tool which is important both in developing policy orientations as it is for the implementation of these policies into practice;

COMMIT themselves to:

    - strengthen their National Liaison Officers (NLO) for the Pestalozzi Programme (e.g. through the recognition of the workload through the allocation of appropriate resources and time) to enable them to carry out their task in the most effective manner and make best use of the expertise developed by their national participants;
    - explore ways of recognising the participation in training activities of the Pestalozzi Programme for professional development;
    - support the setting up of national networks of education professionals linked to the Pestalozzi Programme;
    - endorse the participation of education professionals in the training activities offered by the Programme;
    - continue their support of the Pestalozzi programme e.g. through the hosting of training activities and through voluntary contributions to the Pestalozzi Programme;

Invite the Committee of Ministers of the Council of Europe to:

    - equip the Pestalozzi Programme with the material and human resources necessary for assuming a lead role in the implementation of Council of Europe standards and principles in the every day practice of teaching and learning in all member states;
    - recognise education professionals as key actors for change and for the effective impact of Council of Europe fundamental values and standards in European societies;
    - ask the Steering Committee for Education (CDED) to:

    - develop capacity building and training as a transversal element throughout its area of work;
    - ensure the complementarity of the Pestalozzi Programme and the other activities within its overall programme;
    - contribute to the effective flow of information between the Pestalozzi Programme, their National Liaison Officers and networks of education professionals of their countries and to the wide dissemination of all relevant information;
    - explore a scheme for the recognition of training in the framework of the Pestalozzi Programme.;
    - report in due course to the Council of Europe Standing Conference of Ministers of Education on the progress of the implementation of these measures.

Note 1 This document has been classified restricted until examination by the Committee of Ministers.
Note 2 and of Higher Education.
Note 3 All reference to Kosovo, whether to the territory, institutions or population, in this text shall be understood in full compliance with the United Nations Security Council Resolution 1244 and without prejudice to the status of Kosovo. 


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