scholarly journals The Council of Europe's Reference Framework of Competences for Democratic Culture : Policy context, content and impact

2020 ◽  
Author(s):  
Martyn Barrett
Keyword(s):  
Learning Outcomes ◽  
Formal Education ◽  
Council Of Europe ◽  
Democratic Culture ◽  
Reference Framework ◽  
Policy Context ◽  
Whole School ◽  
Whole School Approach ◽  
Main Components ◽  
The Impact

The Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC) was published in April 2018, and is currently being implemented in a number of Council of Europe member states. The RFCDC consists of three main components: a conceptual model of the competences that learners need to acquire in order to respond appropriately and effectively to democratic and intercultural situations; validated and scaled descriptors and learning outcomes for all of the competences in the model; and guidance for ministries of education and education practitioners on curriculum, pedagogy, assessment, teacher education, the whole-school approach, and building learners' resilience to radicalization. This article describes the policy background that motivated and accompanied the development of the RFCDC, and the process through which it was developed. It also provides an overview of the contents of the RFCDC, and an explanation of the impact that the framework is beginning to have on Council of Europe actions in the sphere of formal education.

scholarly journals The Impact of AuSSI-WA at a Primary School

2009 ◽  
Vol 25 ◽  
pp. 45-57 ◽  
Author(s):  
Elaine Lewis ◽  
Catherine Baudains ◽  
Caroline Mansfield
Keyword(s):  
Initial Data ◽  
Primary School ◽  
Western Australia ◽  
Education For Sustainability ◽  
Whole School ◽  
Whole School Approach ◽  
Sustainable Schools ◽  
The Impact

AbstractThis paper presents the findings of the first stage of research on the impact of the Australian Sustainable Schools Initiative (AuSSI) at an independent primary school in Western Australia. A longitudinal (20 year) case study is being conducted, utilising data related to Education for Sustainability (EfS) at the school from 1990-2009. 2005 was a critical year for the school because it marked the beginning of participation in the Sustainable Schools Initiative pilot in Western Australia (AuSSI-WA). The research investigates elements of EfS in operation at the school pre- and post- AuSSI-WA, as well as student and teacher outcomes after involvement in the Initiative. An analysis of the initial data suggests that participation in AuSSI-WA enabled the school to engage with a growing commitment to EfS in the context of a whole - school approach.

The role of the school psychologist in inclusive education for ensuring quality learning outcomes for all learners

2010 ◽  
Vol 31 (6) ◽  
pp. 617-630 ◽  
Author(s):  
Chris Forlin
Keyword(s):  
Hong Kong ◽  
Learning Outcomes ◽  
School Psychologists ◽  
Inclusive Education ◽  
School Psychologist ◽  
Whole School ◽  
International Perspectives ◽  
Whole School Approach ◽  
Quality Learning

In comparison to international perspectives, the specific role of the school psychologist in Hong Kong will provide a case study of the tensions experienced by a system in transition between a very traditional, highly segregated education system, to one that is actively promoting a whole school approach to inclusion. Consideration will initially be given to the development of inclusive education and the identification of quality learning outcomes for students. The role of the school psychologists in Hong Kong and the challenges they face will be compared to other international jurisdictions, focusing on both internal and external influences that have impacted on their role in recent years.

scholarly journals The Impact of Informal Education Programs on the Outof- School Syrian Refugee Children in Child-Family Centers (CFCs) in Jordan

2017 ◽  
Vol 13 (4) ◽  
pp. 182
Author(s):  
Rami Inkheili
Keyword(s):  
Public Schools ◽  
Learning Outcomes ◽  
Education System ◽  
Informal Education ◽  
Formal Education ◽  
Positive Impact ◽  
Refugee Children ◽  
Ministry Of Education ◽  
Education Programs ◽  
The Impact

The significance of this paper lies in shedding lights on the importance of informal education programs as catch up programs to educate those who didn’t have the opportunity to be in schools for different reasons and bridge the gap between them and their peers in schools. Although the study will show how powerful this tool is, it is also worth mentioning that more efforts should be done to enroll those children in public schools and provide them with equal access to the formal education system. This study used pre and post tests that are designed upon the expected learning outcomes from the literacy and numeracy materials prepared by the technical team at Save the Children International. The designed materials, in order to be compliant with the advancement of students in the formal education system were based on the national learning outcomes set by the Ministry of Education in Jordan. The results of the study were excellent enough to show the positive impact of the program as 100 percent of the population scored the passing score in the posttest compared to the zero percent passing the pretest in both literacy and numeracy classes. On the other hand, the study also shows how deprived Syrian children are as a result of the bloody war that harvests not only their souls, but also their future. Finally, it is also worth mentioning that the study also speaks of the pressure on Jordan’s formal education system and the need to support the Ministry of Education meeting the urgent demands of all students nationwide.

Lessons in building capacity in sexuality education using the health promoting school framework

2016 ◽  
Vol 116 (2) ◽  
pp. 138-153 ◽  
Author(s):  
Debbie Ollis ◽  
Lyn Harrison
Keyword(s):  
Community Engagement ◽  
Sexuality Education ◽  
Lessons Learned ◽  
Building Capacity ◽  
Content Type ◽  
Whole School ◽  
Health Promoting School ◽  
Health Promoting ◽  
Whole School Approach ◽  
The Impact

Purpose – The health promoting school model is rarely implemented in relation to sexuality education. This paper reports on data collected as part of a five-year project designed to implement a health promoting and whole school approach to sexuality education in a five campus year 1-12 college in regional Victoria, Australia. Using a community engagement focus involving local and regional stakeholders and with a strong research into practice component, the project is primarily concerned with questions of capacity building, impact and sustainability as part of whole school change. The paper aims to discuss this issue. Design/methodology/approach – Using an action research design, data were collected from parents, students, teachers and key community stakeholders using a mixed methods approach involving surveys, interviews, document analysis and participant observation. Findings – Sexuality education has become a key school policy and has been implemented from years 1 to 9. Teachers and key support staff have engaged in professional learning, a mentor program has been set up, a community engagement/parent liaison position has been created, and parent forums have been conducted on all five campuses. Research limitations/implications – The translation of research into practice can be judged by the impact it has on teacher capacity and the students’ experience. Classroom observation and more longitudinal research would shed light on whether the espoused changes are happening in reality. Originality/value – This paper reports on lessons learned and the key enabling factors that have built capacity to ensure that sexuality education within a health promoting, whole school approach will remain sustainable into the future. These findings will be relevant to others interested in building capacity in sexuality education and health promotion more generally.

scholarly journals The Introduction of Emotion Coaching as a Whole School Approach in a Primary Specialist Social Emotional and Mental Health Setting: Positive Outcomes for All

2017 ◽  
Vol 9 (1) ◽  
pp. 95-110 ◽  
Author(s):  
Licette Gus ◽  
Janet Rose ◽  
Louise Gilbert ◽  
Ryan Kilby
Keyword(s):  
Academic Progress ◽  
Well Being ◽  
Emotion Coaching ◽  
Study Approach ◽  
Whole School ◽  
Emotional Language ◽  
Published Evidence ◽  
Starting Point ◽  
Whole School Approach ◽  
The Impact

Background:This paper describes the impact upon well-being of pupils, staff, and families following the introduction of Emotion Coaching as a whole school approach.Objective:This paper’s objective is an attempt to redress the lack of published evidence about the use of Emotion Coaching in schools and to highlight how a school has been able to adopt a humanistic relational approach in a climate in which behaviorist principles are dominant in schools.Method:A case study approach using mixed methods was used. Data were examined from an outcomes model perspective where the benefits and changes intended from Emotion Coaching were the starting point. Perspectives from pupils, staff, and families were gainedviainterviews and structured questionnaires alongside quantitative measures of pupil academic progress and staff and pupil behavior.Results:Results indicate that Emotion Coaching improved the pupil’s ability to regulate their feelings and had a positive effect upon teacher-pupil relationships. Family-school relationships were supported by the school’s use of and modeling of Emotion Coaching with families and the ethos of attunement and non-judgemental interactions implicit in Emotion Coaching. Emotion Coaching promoted an increase in shared emotional language and trust. Shared emotional language and trust were key in the development of both teacher-pupil and family-school relationships. There was an improvement in well-being in that: rates of pupil restraint decreased, pupils made better than expected academic progress, staff absenteeism reduced, and families reported improved family life.Conclusion:We conclude that Emotion Coaching contributes to the promotion of sustainable, holistic improvement in wellbeing for pupils, school staff, and families.

scholarly journals Relationships and sexuality education: Key research informing New Zealand curriculum policy

2021 ◽  
pp. 001789692110537
Author(s):  
Katie Fitzpatrick ◽  
Hayley McGlashan ◽  
Vibha Tirumalai ◽  
John Fenaughty ◽  
Analosa Veukiso-Ulugia
Keyword(s):  
New Zealand ◽  
Sexuality Education ◽  
National Curriculum ◽  
Ministry Of Education ◽  
Curriculum Policy ◽  
Compulsory Schooling ◽  
Sexual Diversity ◽  
Policy Context ◽  
Whole School ◽  
Whole School Approach

Background and purpose: In 2020, the New Zealand Ministry of Education updated the national curriculum policy for sexuality education, broadening the focus to ‘relationships and sexuality education’ and strengthening guidance for both primary (Years 1–8) and secondary (Years 9–13) schools. The resulting guides detail how schools might take a ‘whole school approach’ to this area, including dedicated curriculum time at all levels of compulsory schooling. Methods and conclusions: This article summarises the key thinking and research that informs the latest curriculum policy update and provides justification for the content in the policy. Significant aspects include a framework based on Te Tiriti o Waitangi (The Treaty of Waitangi), Indigenous knowledges and human rights; attention to issues of bullying and inclusion; and the responsibility of schools to address gender and sexual diversity in programmes and the whole school. This background paper discusses the evidence that informs the curriculum policy update, as well as aspects of the policy context in New Zealand that precede these changes.

scholarly journals Discussions of local autonomy in Turkey

2016 ◽  
Author(s):  
Hazal Ilgın Bahceci ◽  
Kemal Gormez
Keyword(s):  
Local Government ◽  
Public Administration ◽  
Local Governments ◽  
Local Autonomy ◽  
Council Of Europe ◽  
Reference Framework ◽  
Administrative Culture ◽  
Turkish Politics ◽  
Framework Document ◽  
The Impact

The Europen Charter of Local Self Government was introduced and initiated in Turkey in 1992 however there were reservations placed on certain articles of the agreement. This Charter can be said to be considered as an essential reference paper for the agenda of Turkish Public Administration for the discussions of “reformation in local governments”, “empowering local governments” and “creating autonomous local governments”. The Charter has continously been present in the agenda of Turkish Politics before almost every elections, during preparation of a new constitution, the peace period and democratisation issues. These discussions are in relevance to removing or maintaning the reservations placed on the articles of the Charter.The Council of Europe has initiated the Charter and has started working in 1997 towards creating similiar documents at regions. The Council initially accepted the European Draft Charter of Regional Self Government and in accordance accepted the Reference Framework Document for Regional Democracy in 2009. The Draft Charter states that the recognition of the autonomy of regional governments will not be allowed to impact the policy of loyalty to the state in any way and that the regions will not be able to negatively impact the national unity.The purpose of this study is to research and present the discussions of the autonomy of local governments in Turkey in regards to the mentioned papers. The study will be limited to the impact caused or the impact that may be caused by the above mentioned documents and agreements in regards to autonomous local government discussions in Turkey. The above mentioned articles will not be examined in detail. Keywords: Local Autonomy, Local Government, The Principle of Subsidiarity, Decentralization and Regionalization, Turkish Political and Administrative Culture

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