• There is currently worldwide concern over corruption in education. This concern touches all member states and all levels of education.

    There is today general recognition of the adverse effects of unethical behaviour in the field of education at all levels and in all countries. While the main stakeholders agree on the need to combat corruption in education, there are diverging opinions on how to achieve this.

    What are the ethical principles on which education policy in Europe today should be based? How can we achieve genuine ethics, transparency and integrity in schools and universities? What approach should be adopted to counter the various forms of corruption that affect the education sector at various levels?

    This publication attempts to answer these questions, setting out the 14 ethical principles for education put forward by the Council of Europe Platform on Ethics, Transparency and Integrity in Education (ETINED), along with how they were developed and where they can be applied.

  • Intercultural learning is an important topic for the priorities of both the European Commission and the Council of Europe, and of their partnership in the field of youth.

    Intercultural learning is an educational approach that can lead to social transformation, so that people from different cultural backgrounds can develop positive relations based on the values and principles of human rights and on seeing cultural differences as positive things. It is a form of political and social education that needs to pay attention not only to intercultural relations, but also to different understandings of culture and diversity, power relations, distribution of resources, political and social context, human rights, discrimination, history and daily interactions among different groups.

    This T-Kit was developed for the context of youth work and non-formal education with young people, both of which support the personal development, social integration and active citizenship of young people. Educators and youth workers have an important role in addressing intercultural learning in their work with young people. They can stimulate young people's learning in their daily lives, so that they can question and extend their perception, develop competences to interact positively with people from different cultural backgrounds and embrace the values of diversity, equality and dignity. In today's Europe, these values and skills are fundamental for young people and for society as a whole in order to continue building peace and mutual understanding.

  • (Young) lives are cross-sectoral by nature, and youth policy also needs to be so.

    Cross-sectorality is a well-known aspect of youth policy, but the importance of this aspect does not translate into a common understanding of what cross-sectoral youth policy means and of the ways it can be developed.

    This book is a collection of articles detailing concrete experiences of cross-sectoral youth policy implementation. It starts with the idea that the efficacy and the sustainability of cross-sectoral youth policy depends on the degree and nature of interaction between various youth policy subdomains and levels, ranging from legal frameworks to interinstitutional or interpersonal relations, and from pan-European to local level. By making these examples available, this book will hopefully support the development of a common understanding of what cross-sectoral youth policy means in different countries and settings.

    The authors themselves reflect the diversity of the people involved in youth policy (policy makers, youth researchers, youth workers and workers in the field of youth) and this work represents their intention to provide these professionals - as well as others interested in the youth field - with the knowledge necessary to implement, in a real-life scenario, cross-sectoral youth policy.

  • Managing controversy


    A tool for school leaders and senior managers for handling controversy and teaching controversial issues in schools.
    Controversy and controversial issues are at the centre of our democratic societies. This means that learning how to deal with such issues must also be at the heart of an effective education for democratic citizenship and human rights education (EDC/HRE).

    The publication aims to help strengthen the managing of controversial issues at whole-school level. This will benefit young people and also help contribute to more effective Education for Democratic Citizenship and Human Rights Education (EDC/HRE), and the protection and strengthening of our democratic societies.