Povertà educativa e Global Education. Riflessioni per uno scenario futuro

2020 ◽  
pp. 444-457
Author(s):  
Lorena Milani
Keyword(s):  
Global Education ◽  
Council Of Europe

L'approccio che noi proponiamo alla questione della povertà educativa intreccia sia gli obiettivi dell'Agenda 2030 per lo Sviluppo Sostenibile (Onu, 2015) sia quella della Global Education (Council of Europe, 2019) e dei diritti dei minori dichiarati nella Convenzione sui diritti dell'infanzia e dell'adolescenza (Onu, 1989). In questa prospettiva, indagheremo la questione della povertà educativa in termini non solo di mancanza di opportunità, di deprivazione e di qualità della vita, ma anche come deprivazione morale, di orientamenti e prospettive di vita, di qualità della proposta educativa e dei valori insiti in essa. Partendo dalla situazione attuale generata della pandemia del coronavirus, offriamo una lettura delle ricadute sulle povertà materiali e sulla povertà educativa, considerando anche le povertà altre. La prospettiva viene costruita attorno alla centralità dell'etica e all'ipotesi di un nuovo paradigma: il PEL (Prodotto Etico Lordo) cui è associata l'educazione alla sobrietà. In questa logica, la Global Education diviene approccio pedagogico per promuovere l'educazione alla cittadinanza globale per una vita degna e una dignità educativa

Global Education in statu nascendi : Some Reflections on Poland 1

2012 ◽  
Vol 4 (3) ◽  
pp. 5-26 ◽  
Author(s):  
Katarzyna Jasikowska ◽  
Jedrzej Witkowski
Keyword(s):  
Global Education ◽  
Formal Education ◽  
Participant Observation ◽  
Transnational Advocacy ◽  
The European Union ◽  
Council Of Europe ◽  
Transnational Advocacy Networks ◽  
The North ◽  
Historical Trajectory ◽  
Multi Stakeholder

This article presents findings from a participant observation perspective concerning the multi-stakeholder process on global education in Poland in 2010. The vast majority of the information presented is based on interviews with experts on global education in Poland as well as analysis of existing documents. The main thesis of the paper is that the shape of the agreement document on global education between the state (represented by three Ministries) and civil society (represented by a platform of NDGOs) was influenced by four different issues: i) Poland's historical trajectory from being first a Soviet-satellite country, then a post-Soviet country and aspiring member of the European Union (EU), and, finally, in 2004, an EU member; ii) the impacts of transnational advocacy networks (TANs); iii) the characteristics of the Polish formal education system and, iv) the intrinsic characteristics of civil dialogue in Poland. Moreover, we show how the 'global education package' in Poland emerged 'from above' as a consequence of a successful campaigning exercise by the North-South Centre of the Council of Europe which was supported by Polish NGDOs.

Human Rights in the Council of Europe and the European Union

2018 ◽  
Author(s):  
Steven Greer ◽  
Janneke Gerards ◽  
Rose Slowe
Keyword(s):  
European Union ◽  
Human Rights ◽  
The European Union ◽  
Council Of Europe

The European Charter of Local Self-Government

2015 ◽  
Author(s):  
Chris Himsworth
Keyword(s):  
Critical Study ◽  
The European Union ◽  
Future Prospects ◽  
Council Of Europe ◽  
International Treaty ◽  
Additional Protocol ◽  
Domestic Courts ◽  
The Status ◽  
History Of ◽  
Regional Authorities

The first critical study of the 1985 international treaty that guarantees the status of local self-government (local autonomy). Chris Himsworth analyses the text of the 1985 European Charter of Local Self-Government and its Additional Protocol; traces the Charter’s historical emergence; and explains how it has been applied and interpreted, especially in a process of monitoring/treaty enforcement by the Congress of Local and Regional Authorities but also in domestic courts, throughout Europe. Locating the Charter’s own history within the broader recent history of the Council of Europe and the European Union, the book closes with an assessment of the Charter’s future prospects.

IMPLEMENTATION OF ELECTRONIC MONITORING OF SENTENCED PERSONS IN THE SLOVAK REPUBLIC

2020 ◽  
Vol 10 (5) ◽  
pp. 59-75
Author(s):  
JAROSLAV KLÁTIK ◽  
◽  
LIBOR KLIMEK
Keyword(s):  
Restorative Justice ◽  
Electronic Monitoring ◽  
Slovak Republic ◽  
Pilot Project ◽  
Legal Regulation ◽  
European Level ◽  
Criminal Proceedings ◽  
Council Of Europe ◽  
Fourth Section ◽  
The Third

The work deals with implementation of electronic monitoring of sentenced persons in the Slovak Republic. It is divided into eight sections. The first section introduces restorative justice as a prerequisite of electronic monitoring in criminal proceedings. While the second section points out at the absence of legal regulation of electronic monitoring of sentenced persons at European level, the third section points out at recommendations of the Council of Europe addressed to European States. The fourth section analyses relevant alternative punishments in Slovak criminal justice. The fifth section introduces early beginnings of implementation of concerned system - the pilot project “Electronic Personnel Monitoring System” of the Ministry of Justice of the Slovak Republic. While the sixth section is focused on Slovak national law regulating electronic monitoring of sentenced persons - the Act No. 78/2015 Coll. on Control of the Enforcement of Certain Decisions by Technical Instruments, the seventh section is focused on further amendments of Slovak national law - namely the Act No. 321/2018 Coll. and the Act No. 214/2019 Coll. The last eight section introduces costs of system implementation and its operation.

For Pity's Sake

2011 ◽  
Vol 4 (2) ◽  
pp. 253-270 ◽  
Author(s):  
Alan Hodkinson ◽  
Chandrika Devarakonda
Keyword(s):  
Global Education ◽  
Affective Commitment ◽  
Belief Systems ◽  
Teacher Discourse ◽  
Cultural Contexts ◽  
Religious Traditions ◽  
Forensic Examination ◽  
Indian Tradition

This paper offers a critique of transnational aspects of ‘inclusion,’ one of those global education buzzwords that as Slee (2009) puts it, say everything but say nothing. It starts off by trying to compare Indian and English usages and attitudes at the level of teacher discourse, and notes the impossibility of any ‘authentic’ translation, given the very different cultural contexts and histories. In response to these divergences, the authors undertake a much more genealogical and ‘forensic’ examination of values associated with ‘inclusion,’ focussing especially on a key notion of ‘pity.’ The Eurocentric tradition is traced from its Platonic origins through what is claimed to be the ‘industrialization of pity’ and its rejection as a virtue in favour of more apparently egalitarian measures of fairness. The Indian tradition relates rather to religious traditions across a number of different belief systems, most of which centre on some version of a karmic notion of pity. The authors both criticise and reject ‘inclusion’ as a colonisation of the global and call for a new understanding of notions like ‘pity’ as affective commitment rather than ‘fair’ dispensation of equality.

ACCESS TO EDUCATION WITH ONLINE LEARNING AND OPEN EDUCATIONAL RESOURCES: CAN THEY CLOSE THE GAP?

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Christine Geith ◽  
Karen Vignare
Keyword(s):  
Online Learning ◽  
Global Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Access To Education ◽  
Human Beings ◽  
Right To Education ◽  
Education Gap ◽  
The Right ◽  
Compare And Contrast

One of the key concepts in the right to education is access: access to the means to fully develop as human beings as well as access to the means to gain skills, knowledge and credentials. This is an important perspective through which to examine the solutions to access enabled by Open Educational Resources (OER) and online learning. The authors compare and contrast OER and online learning and their potential for addressing human rights “to” and “in” education. The authors examine OER and online learning growth and financial sustainability and discuss potential scenarios to address the global education gap.

SOCIAL RESPONSIBILITY OF THE COURT AS A PREREQUISITE FOR THE LEGAL RESPONSIBILITY OF A JUDGE

2017 ◽  
Author(s):  
Yaroslav Skoromnyy ◽  
Keyword(s):  
Social Responsibility ◽  
Legal Responsibility ◽  
Court Cases ◽  
Council Of Europe ◽  
The Public ◽  
The Social ◽  
Modern System ◽  
The Status ◽  
The Law ◽  
Conceptual Foundations

The article reveals the conceptual foundations of the social responsibility of the court as an important prerequisite for the legal responsibility of a judge. It has been established that the problem of court and judge liability is regulated by the following international and Ukrainian documents, such as: 1) European Charter on the Law «On the Status of Judges» adopted by the Council of Europe; 2) The Law of Ukraine «On the Judicial System and the Status of Judges»; 3) the Constitution of Ukraine; 4) The Code of Judicial Ethics, approved by the Decision of the XI (regular) Congress of Judges of Ukraine; 5) Recommendation CM/Rec (2010) 12 of the Cabinet of Ministers of the Council of Europe to member states regarding judges: independence, efficiency and responsibilities; 6) Bangalore Principles of Judicial Conduct. The results of a survey conducted by the Democratic Initiatives Foundation and the Razumkov Center, the Council of Judges of Ukraine and the Center for Judicial Studios with the support of the Swiss Agency for Development and Cooperation based on the «Monitoring of the State of Independence of Judges in Ukraine – 2012» as part of the study of the level of trust in the modern system were considered and analyzed, justice, judges and courts. It is determined that a judge has both a legal and a moral duty to impartially, independently, in a timely manner and comprehensively consider court cases and make fair judicial decisions, administering justice on the basis of legislative norms. Based on the study of the practice of litigation, it has been proven that judges must skillfully operate with various instruments of protection from public influence. It has been established that in order to ensure the protection of judges from the public, it is necessary to create special units that will function as part of judicial self-government bodies. It was proposed that the Council of Judges of Ukraine, which acts as the highest body of judicial self- government in our state (in Ukraine), legislate the provision on ensuring the protection of the procedural independence of judges.

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