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

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.

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 younger learners version

Underscoring the complex relationship between civic engagement and education at all stages of life, this innovative Handbook identifies the contemporary challenges and best approaches and practices to encourage civic engagement within education.

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.