Reference Framework Of Competences For Democratic Culture Rfcdc

Download or read book REFERENCE FRAMEWORK FOR COMPETENCES FOR DEMOCRATIC CULTURE. written by and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Reference framework of competences for democratic culture written by Council of Europe and published by Council of Europe. This book was released on 2024-08-01 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preparing learners for the labour market and shaping them as active democratic citizens by integrating the RFCDC into vocational education and training The Council of Europe Reference Framework of Competences for Democratic Culture (RFCDC) sets out 20 competences that learners need to develop to live and participate as active citizens in democratic societies. The competences are organised into values, attitudes, skills and knowledge and critical understanding. Vocational education and training (VET) is crucial to the economic development and growth of modern nations because it develops the skilled workforce that is needed to maintain the efficiency and competitiveness of public and private enterprises. However, VET is not exclusively about preparing learners for the labour market. At an education level, VET also prepares learners for life to act as democratic citizens. This publication explores how the RFCDC can be used in VET and offers suggestions for implementing the RFCDC in an integrated approach.

Download or read book Competences for democratic culture written by Council of Europe and published by Council of Europe. This book was released on 2016-04-04 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: A new Council of Europe reference framework of competences for democratic culture! Contemporary societies within Europe face many challenges, including declining levels of voter turnout in elections, increased distrust of politicians, high levels of hate crime, intolerance and prejudice towards minority ethnic and religious groups, and increasing levels of support for violent extremism. These challenges threaten the legitimacy of democratic institutions and peaceful co-existence within Europe. Formal education is a vital tool that can be used to tackle these challenges. Appropriate educational input and practices can boost democratic engagement, reduce intolerance and prejudice, and decrease support for violent extremism. However, to achieve these goals, educationists need a clear understanding of the democratic competences that should be targeted by the curriculum. This book presents a new conceptual model of the competences which citizens require to participate in democratic culture and live peacefully together with others in culturally diverse societies. The model is the product of intensive work over a two-year period, and has been strongly endorsed in an international consultation with leading educational experts. The book describes the competence model in detail, together with the methods used to develop it. The model provides a robust conceptual foundation for the future development of curricula, pedagogies and assessments in democratic citizenship and human rights education. Its application will enable educational systems to be harnessed effectively for the preparation of students for life as engaged and tolerant democratic citizens. The book forms the first component of a new Council of Europe reference framework of competences for democratic culture. It is vital reading for all educational policy makers and practitioners who work in the fields of education for democratic citizenship, human rights education and intercultural education.

Download or read book Reference framework of competences for democratic culture - Teacher reflection tool written by Claudia Lenz and published by Council of Europe. This book was released on 2022-02-01 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: A journey towards a democratic teacher ethos and a democratic culture in schools Being a “democratic teacher” requires more than just being good at one’s subject. Among other things, it requires the ability to listen to learners, colleagues and parents and openness to the cultural affiliations and practices they bring to the educational process, empathy and a sense of responsibility for the well-being and empowerment of all learners. The teacher self-reflection tool aims to support teachers and other educators to develop their own competences relating to democratic culture and a “democratic professional ethos”, which builds on the values of democracy, human rights and intercultural dialogue. It offers guidance throughout this development process and on working with the Council of Europe’s Reference Framework of Competences for Democratic Culture (RFCDC). The tool can be used as a means of getting acquainted with the RFCDC, but it can also be used as a companion to self-reflection on teaching and democratic competences.

Download or read book Reference framework of competences for democratic culture (RFCDC) written by Council of Europe and published by Council of Europe. This book was released on 2020-06-04 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education is to society what oxygen is to living beings: we cannot exist without it... The Council of Europe Reference Framework of Competences for Democratic Culture (RFCDC) sets out 20 competences our education system should develop in students to prepare them for lives as active citizens in democratic societies. The competences included are organised in four clusters: values, attitudes, skills and knowledge and critical understanding. This publication explores how the RFCDC can be used in higher education. As much as any other level of education, higher education fosters a culture of democracy through the transversal competences it develops in all its students, the way in which institutions are run, how the members of the academic community interact, and how higher education institutions see themselves and behave as actors in society at large. The full implementation of the RFCDC (or “CDC Framework”) requires a whole-institution approach that makes the promotion and fostering of competences for democratic culture an institutional priority for policy as well as practice. This guidance document offers suggestions for teaching, learning and institutional policy.

Download or read book TACCLE written by Graham Attwell and published by GO! Internationalisering. This book was released on 2009 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is written for classroom teachers who want to know more about e-learning and who would like to experiment with designing e-learning material to use in their own classrooms. It is primarily targeted at secondary teachers but there is no reason why primary school teachers and adult education teachers should not find it useful too. The other group we had in mind were those of you still undertaking initial teacher training. Although there are some exemplary courses, a depressing number of trainee teachers continue to arrive in the classroom having barely heard the words ‘e-learning’, still less have hands on experience of it.

Download or read book A Portfolio of Competences for Democratic Culture - Standard Version written by Council of Europe and published by . This book was released on 2021-04-24 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: An invaluable tool that can be used to foster and support the development of democratic and intercultural competences in learners.This portfolio is intended for use in conjunction with the Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC). It requires learners to compile documents - such as recordings, texts and images - which demonstrate how they are using their competences for democratic culture in diverse situations within and beyond school. The portfolio supports learners in reflecting critically on their developing competences, and in thinking about how they will further develop their competences in the future. The contents of the portfolio also provide evidence about how a learner's proficiency in the use of these competences is developing, evidence which may be used for either formative or summative assessment purposes.There are two versions of the portfolio: a version for younger learners, that is, children up to approximately the age of 10-11 years; and a standard version, for learners from approximately 10-11 years upwards. Each version is accompanied by a guide for teachers. The present volume contains the standard version