Sciences humaines & sociales

  • How can the study of religions and non-religious world views contribute to intercultural education in schools in Europe? An important recommendation from the Committee of Ministers of the Council of Europe (Recommendation CM/Rec(2008)12 on the dimension of religions and non-religious convictions within intercultural education) aimed to explain the nature and objectives of this form of education.

    Signposts goes much further by providing advice to policy makers, schools (including teachers, senior managers and governors) and teacher trainers on tackling issues arising from the recommendation. Taking careful account of feedback from education officials, teachers and teacher trainers in Council of Europe member states, Signposts gives advice, for example, on clarifying the terms used in this form of education; developing competences for teaching and learning, and working with different didactical approaches; creating "safe space" for moderated student-to-student dialogue in the classroom; helping students to analyse media representations of religions; discussing non-religious world views alongside religious perspectives; handling human rights issues relating to religion and belief; and linking schools (including schools of different types) to one another and to wider communities and organisations. Signposts is not a curriculum or a policy statement. It aims to give policy makers, schools and teacher trainers in the Council of Europe member states, as well as others who wish to use it, the tools to work through the issues arising from interpretation of the recommendation to meet the needs of individual countries.

    Signposts results from the work of an international panel of experts convened jointly by the Council of Europe and the European Wergeland Centre, and is written on the group's behalf by Professor Robert Jackson.

  • The general aim of ROMED1 is to improve the quality and effectiveness of the work of school, health, employment and community mediators, with a view to supporting better communication and co-operation between Roma and public institutions (school, health-care providers, employment offices, local authorities, etc.).

    The ROMED1 trainer's handbook was developed over five years of implementation of the ROMED1 programme, and is generally intended for trainers who followed a course of training for trainers in the framework of the programme. However, it can also be used by organisations - governmental or non-governmental - as a basis for new or adapted curricula for those working in a mediation context with or within Roma communities. It contains the key information trainers need to give a training course based on the ROMED1 methodology and on the human rights-based approach. The content of the materials should be adapted to the specific context of each country and to the profile of the mediators.

  • How does democratic security interact with democracy, human rights and the rule of law? How can the Council of Europe help its member states guarantee security for citizens through their commitment to democratic norms?

    The European continent is facing today a democratic crisis and fresh impetus is required to enhance democratic security. As the most comprehensive pan-European organisation, the Council of Europe is uniquely placed to play a substantial role in this regard, thanks both to its specific mandate and its vast expertise in the field.

    In partnership with the Strasbourg-based National School of Administration (ENA) the Council of Europe organised a series of debates providing an intellectual framework to examine the challenges facing democratic security. Eminent personalities from politics, civil society and the academic world shared their views, and their contributions are collected in this publication.

  • 60 activities to learn and assess transversal attitudes, skills and knowledge!

    TASKs for democracy is a handbook of 60 activities, developed within the Council of Europe Pestalozzi Programme Community of Practice, for practitioners in formal and non-formal educational settings to learn and assess the attitudes, skills, values and knowledge needed to support democratic culture.

    Democratic culture is more than institutions, laws and procedures. While essential elements of democracy, they do not in themselves make societies democratic: they only work when rooted in what we call "democratic culture" or "a culture of democracy", the set of attitudes and behaviours required to make democratic institutions and democratic laws function in practice.

    Competences for democratic culture are therefore essential for building the kind of society in which we would like to live.

    This 2nd edition of TASKs for democracy supports the Reference Framework of Competences for Democratic Culture endorsed by the Council of Europe Standing Conference of Ministers of Education in April 2016.

    This publication aims to help build European societies characterised by a culture of democracy and human rights. This is a formidable task and it can only be achieved if European teachers and trainers rise to the challenge with competence and enthusiasm. The collection of learning and "re-learning" activities will support them to promote the development of competences for a democratic culture in their day-to-day educational practice.

  • Substantive issues, methodological lessons, support measures and youth policy standards: a reflection on the "third seven" Council of Europe international reviews of national youth policy

    The Council of Europe's 21 international reviews of national youth policy have, over 20 years, produced a significant body of knowledge and a respected, innovative methodology. They have considerably enhanced the understanding and the development of "youth policy" throughout Europe.

    Following the first seven international reviews, a synthesis report was produced that endeavoured to construct a framework for understanding youth policy. A similar synthesis exercise took place after a further seven international reviews, reflecting both on the evolving process of carrying out the reviews and on new themes and issues for youth policy that had not emerged within the initial framework.

    This book, the third concerned with supporting young people in Europe, is a synthesis of the last seven international reviews, coupled with an overview of the learning that has accrued from all 21 international reviews. It draws together some of the conclusions and challenges that have emerged over two decades and considers some lessons for the future, not least alternative models of engagement in the youth field between the Council of Europe and its member states.

  • Civil society organisations - watchdogs for free and fair elections!

    This handbook, drafted in collaboration with civil society organisations from the countries of the Eastern Partnership, is a response to the recommendation set out in the 2015 report by the Secretary General of the Council of Europe entitled State of democracy, human rights and the rule of law in Europe. Its purpose is to improve the quality of domestic observation of electoral processes in the member states and to serve as a reference for domestic observers, primarily for core team members.

    At the same time, it may serve as a training tool for long-term and short-term observers and other electoral stakeholders who wish to familiarise themselves with international election standards (government officials, electoral administration, party representatives, judges, lawyers).

    The Council of Europe is convinced that this handbook will further promote the uniform application of Europe's electoral heritage and of other international standards in its member states and beyond.

  • The EU-CoE youth partnership stems from the close relations that the Council of Europe and the European Commission have developed in the youth field over the years since 1998. The overall goal is to foster synergies between the youth-oriented activities of the two institutions. The specific themes are participation/citizenship, social inclusion, recognition and quality of youth work.

    What is youth policy, and what major elements should a national youth policy strategy include? How can young people be consulted and otherwise involved in developing youth policy? How do institutions such as the European Union, the Council of Europe and the United Nations address youth policy, and how can this work be concretely linked to the efforts of a national government to develop a youth policy agenda? How is youth policy organised in specific countries of the Middle East and North Africa (MENA) region?

    These are some of the essential questions addressed in this publication. The Youth policy manual should be considered a source work, a tool and a helpful guide both for policy makers in the youth field and for non-governmental organisations and other stakeholder groups who advocate improved youth policy at the national level.

    This manual proposes one possible model for how a national youth policy strategy can be developed. It is a revised version of the Youth policy manual (2009) and takes into account relevant specificities of the MENA region.

  • The work of the Council of Europe in the field of cultural heritage has increasingly emphasised an integrated approach that combines the promotion and protection of cultural diversity, democratic governance and democratic innovation.

    This publication on the Technical Co-operation and Consultancy Programme (TCCP) not only presents an overview of the Council of Europe's work in the field of cultural heritage over the last 40 years, but also lays out the evolutionary progression of the Organisation's work in this field, offering a comprehensive analysis of its activities and demonstrating the role of heritage in revitalisation and sustainable development. The analysis presents three main perspectives - monuments and sites, historic towns and territories - through the processes and results of major heritage projects conducted within the TCCP, in association with the European Commission, since 2003.

    It is hoped that the experience and methodologies of the TCCP will provide insight for future initiatives, capitalising on the opportunity to situate heritage in transversal projects that address major contemporary issues such as demographic change, migration, socio-economic crises and climate change.

  • Mastering the language of schooling is essential for learners to develop the skills necessary for school success and for critical thinking. It is fundamental for participation in democratic societies, and for social inclusion and cohesion.

    This handbook is a policy and working document which promotes convergence and coherence between the linguistic dimensions of various school subjects. It proposes measures to make explicit - in curricula, pedagogic material and teacher training - the specific linguistic norms and competences which learners must master in each school subject. It also presents the learning modalities that should allow all learners, and in particular the most vulnerable among them, to benefit from diversified language-learning situations in order to develop their cognitive and linguistic capacities.

  • Italien Dì La Tua!

    N.C.

    La partecipazione dei giovani non è un fine in sé, ma un mezzo per ottenere cambiamenti positivi nella vita dei giovani e per costruire società democratiche migliori.

    La partecipazione è un diritto umano riconosciuto, tra gli altri, dalla Dichiarazione universale dei diritti dell'uomo e dalla Convenzione sui diritti dell'infanzia. La partecipazione è anche un principio fondamentale in materia di diritti umani ed è una condizione per dare concretezza alla cittadinanza democratica per tutti i cittadini. La partecipazione dei giovani non è un fine in
    sé, ma un mezzo per ottenere cambiamenti positivi nella vita dei giovani e per costruire società democratiche migliori.

    La politica del Consiglio d'Europa a favore della gioventù ha lo scopo di fornire ai giovani pari opportunità e possibilità di acquisire esperienze che consentiranno loro di sviluppare le conoscenze, le capacità e le competenze necessarie per svolgere pienamente il loro ruolo in tutti gli aspetti della società. La partecipazione dei giovani è al centro delle politiche giovanili del Consiglio d'Europa, e include la cogestione, In quanto forma di condivisione del potere decisionale con i rappresentanti delle organizzazioni giovanili.

    La partecipazione dei giovani è promossa da tutti i settori del Consiglio d'Europa. La Carta europea riveduta della partecipazione dei giovani alla vita locale e regionale, adottata nel maggio 2003 dal Congresso dei poteri locali e regionali del Consiglio d'Europa, è uno strumento per l'elaborazione di norme e principi in materia di partecipazione giovanile. Sostiene i giovani, i giovani lavoratori, le organizzazioni giovanili e le autorità locali, al fine di promuovere e rafforzare una partecipazione giovanile nel pieno senso della parola a livello locale e regionale in tutta Europa.

    Ai sensi della Carta, partecipare significa disporre di diritti, mezzi, spazi, opportunità, e, ove necessario, sostegno, per intervenire nelle decisioni e influenzarle e impegnarsi in attività e iniziative che possano contribuire alla costruzione di una società migliore. Il manuale "Dì la tua!" è uno strumento educativo e pratico per sostenere quanti sono impegnati a rendere tale diritto una realtà per un maggior numero di giovani negli Stati membri del Consiglio d'Europa.

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