Summary:

The Code on Non-discrimination is a tool for shaping intercultural education which, in turn, is a step towards terminating structural discrimination of ethnic groups and actively countering prejudices, discrimination and racism.

The boards of schools in the Hague, wishing to acknowledge that the Hague is a multi-ethnic, multicultural city and to express that discrimination in education for whatever reason is not to be permitted, have adopted, inter alia, a nondiscrimination code for their schools, which stipulates that all those who live in the Netherlands are to be treated equally in equal situations. Addressed to all those involved at school, the code includes general rules concerning pupils, parents, staff and educational objectives, as well as rules for conduct, complaint procedures, measures and a conclusion. The manual for the code also contained in the booklet sets out the background to its elaboration and explanatory notes on its implementation.

As regards education, the code stipulates that the school will offer a curriculum that gives young people the best possible preparation for a place in secondary education and for a multi-ethnic, multi-cultural society. The school will ensure that the curriculum is geared to the environment and experience of pupils of various origins, avoids ethnocentrism and gives the most objective view of various opinions, ideas and scientific achievements, including those of non-Western origin, paying attention to the existence, causes and effects of discrimination, prejudices and racism. The school will equally ensure that educational material in use is based on the concept of the equality of all pupils, that it develops concepts and skills enabling pupils to deal with information critically and that it didactically and methodically takes into account that many pupils are multilingual.

Available from the authors, or for consultation at UNESCO Headquarters (ED/ECS)

Summary:

Books 1, 2 and 3 are used in Norwegian secondary schools as supplements to the general sociology programmes, while book 4 "Internasjonal politikk" is part of the general Norwegian educational plan for secondary schools. These books approach, inter alia, the themes of cultural differences, immigration and the environment.

These books are considered to be of an exemplary nature in that they promote tolerance, stress the importance of being thoroughly aware of all aspects of an issue before taking a stand on it, highlight the significance of knowing what alternatives exist and fully understanding the concept of solidarity.

Available from the producer and for consultation at UNESCO HQ (ED Sector)

Summary:

The Art of Teaching

This textbook is intended:

(i) to help future and in-service teachers to understand the social context and the social conditions of being a teacher, as the basis for deciding how to teach and, to some extent, what to teach;

(ii) to help them understand the processes of effective learning and teaching; and

(iii) to help them learn the basic activities which make a teacher an effective decision-maker and performer.

Theoretically, the textbook combines cognitive perspectives with those of a sociological and ethnographic nature. Several chapters have linked original research and approaches developed by the authors with "the state of the art" as it emerges from modern educational sciences, mostly of American and British research. Since the textbook has taken into account intellectual tradition of education and educational reality in this part of Europe, it could (theoretically) be used in any post-socialist country in Central and Eastern Europe.

Volume I: "Teacher's Activities" (ed. K. Kruszewski) contains 13 chapters:

1. "Goals of teaching" (Boleslaw Niemierko) : distinguishing goals; stating behavioural objectives; subject matter analysis; evaluative standards; developing lesson plans.
2. "Students' achievements" (B. Niemierko): evaluation, testing quality; results of testing.
3. "Teaching and Learning in a school" (Krzysztof Kruszewski) : teaching-learning process; classroom management; individualization of teaching; hidden curriculum.
4. "Teaching and learning facts, concepts and rules"(K. Kruszewski): teaching and learning names, facts, organized units of facts; teaching and learning concepts and rules.
5. "Teaching and learning problem solving" (K. Kruszewski): What is a problem? problem and learning; problem solving lesson; cooperative learning.
6. "Methods of teaching" (K. Kruszewski): recitation, questioning; lecturing; discussion; observation, using sources; values teaching; teaching practical skills.
7. "Instructional games and simulations" (K. Kruszewski): What are instructional games? brainstorming; case study method; biographical method; simulation; effectiveness of instructional games.
8. "Most useful teaching rules" (K. Kruszewski): rules concerning subject matter, motivation, learners activities, harmonizing instructional systems, social relations in class, teaching; time, space and tools.
9. "Moral education in school" (K. Konarzewski): concept school as a place for moral education; goals and methods
10. "The exceptional student" (Marta Bogdanowicz): special needs; diagnosing teaching difficulties, guidance and therapy.
11. "Behaviour problems" (Irena Obuchowska): anxiety, passivity; nervosity; aggressivity; negative attitudes; self destruction; sexual attitudes.
12. "Collecting information about students and class" (Andrzej Janowski): Why know our students? methods of collecting information, knowledge about a class and about students; students'attitudes towards school learning; student outside school; teacher's knowledge.
13. "A teacher as a curriculum creator" (K. Kruszewski): Goals and tasks; subject matter; teaching and learning processes; curriculum assessment; constraints; diagnosis.

Volume 2 "A school" (ed. K. Konarzewski) contains 5 chapters on various types and aspects of schools:

1. "From a history of school" (Irena Szybiak): After an introduction, there are 14 sections on schools from ancient times to modern days, different types of schools, the Church and itsinfluence, etc.
2. " School in a society" (Jan Szczepanski) describesthe place of schools in society, relations to the economy, society, politics, the national culture, scientific research and lifelong education, etc.
3. "A student" (K. Konarzewski), goes into detail about the student and the school.
4. "A teacher" (K. Konarzewski), role of teachers and their response to situations and problems.
5. "A school curriculum" (K. Kruszewski), the concept of a school curriculum, and criteria for subject matter selection.

Further information available from the authors

Summary: (**)

Of the secondary education programmes containing education to promote tolerance and peace, those in the area of personal and social education and those related to the school domain are highlighted as follows:

Personal and Social Education

Article 7 of DL 286/89 of 29 August establishes that all elements in basic and secondary education should systematically contribute to personal and social education of students, and, in accordance with the various phases of development, promote the acquisition of a spirit of critical thinking and inculcate spiritual, esthetic, moral and civic values. The same provision creates a discipline called "Personal and Social Development" for all students of basic and secondary education, integrating environmental education, consumer education, family life and sex education, preventive and health education, and education to participate in community and civic service institutions. The programme for this discipline at the secondary level is presently being drawn up. As an alternative to it, students can opt for Moral and Catholic Religious Instruction or that of other faiths.

Qualifications to teach this discipline in secondary education can be acquired by professional secondary school teachers having at least three consecutive years of effective teaching experience, having successfully undertaken a training course conforming to Provision 171/ME/93 of 7 August. This training course comprises two components:

- Educational theory and science (minimum duration of 180 hours);

- Pedagogical practice, (minimum duration of 90 hours), made up of a project of pedagogical intervention by the trainee and his or her participation in seminars on the topics of supervision and orientation.

(**) Prepared by the Ministry; translated by the Section for Secondary Education, UNESCO

Education in the domain of the school

DL 286/89 of 29 August stipulates that programmes for basic and secondary education will include a curricular area with a yearly duration of 95 to 110 hours. The objectives of this experience are the realization of knowledge through activities and multidisciplinary projects, and the articulation between school and the external milieu of the pupils.

Materials for Teacher Training

The Open University organizes courses for the large-scale training of teachers for the secondary level, using new information and communication technologies, especially by means of broadcasts on television of audio-visual materials produced by the University.

General Secondary Education

The Law regarding the Bases of the Educational System (Law No. 46/86 of 14 October) in setting out the general framework of the educational system foresees a series of changes and innovations which will serve as a basis for the reform of the Portuguese Educational System.

In 1990/91 the first trials of the application of the new model of organization of formal secondary education were initiated in 11 schools. In the 1994/1995 school year, new curricula for the 11th Year will be globally applied. As an alternative to formal education and as a result of the above-mentioned Law, vocational schools were created in 1989/90, under the auspices of the Ministry of Education, for students wishing to work as Level II technicians. The Apprenticeship Scheme or Alternating work/training system, was also created by the Ministry of Labour and Social Security.

Formal secondary education lasts three years (years 10, 11 and 12) and is organized in four main disciplinary areas, with predominantly different scientific branches allowing for two types of course:

- those primarily oriented to continuing studies of a general nature;

- those with a primarily vocational orientation, called technological courses, offering 11 options divided amongst four disciplinary groups.
Both types of course have three training components:

• General: 5 core subjects common to the two courses
• Specific: a nucleus of 2 or 3 disciplines, which can also be general courses, but additional to the hours of the general component
• Technical: general courses - 1 or 2 disciplines, a total of six weekly hours. 16 disciplines are offered.

Technological courses - 4 disciplines, of which 3 in each academic year are offered.

Secondary Education Programmes also include curriculum reform, according to the principles set out in the above-mentioned Law and later formalized in Decree-Law no. 268/89 leading to a formal diploma.

Summary:

National Curriculum for Romanian Language and Literature

Authors: Dr. Alexandru Crisan (coordinator), Dr. Matei Cerchez, Georgeta Cincu, Octavia Costea, Sofia Dobra, Florentina Samihaian

The authors inform us that this material (also available in French, with a presentation in English) is the new National Curriculum for Romanian Language and Literature, for use in lower secondary schools.

It comprises three main parts:

• a conceptual component, presenting the theoretical and methodological reasons for instituting a new curricular model, i.e. a communicative, functional and pragmatic one in mother tongue education;
• the main objectives of study, elaborated in terms of basic skills (listening, speaking, reading and writing) and their underlying sub-components;
• the syllabus, or content component, aiming at ensuring the so-called "European Dimension" of education, that also includes the notion of tolerance and peace.

There is also an important methodological component, with a view to training teachers to implement the new curriculum.

Writing Skills in lower secondary education (1995/1996)

Authors - Alexandru Crisan, Georgeta Cincu

This "experimental" support material consists of a student textbook for 5th grade and a teachers' guide. It was tested during the 1994/1995 school year in three trial schools in Romania. Its aim is to introduce into schools a new type of didactic paradigm concerning interactive teaching/learning writing skills.

The main dynamics triggered by these materials are:

• introducing a communicative-functional approach in mother tongue education;
• offering pupils a greater variety of learning opportunities;
• training teachers to be able to introduce the new curricular model in the classroom.

Human rights education in Romanian Schools 1994/1997

Author - Dakmara Georgescu

These experimental materials (in Romanian, with some chapters in English) are in the form of a student textbook on civic education for the 7th grade and a teachers' guide. They have been tested during the last school year in four schools, and during the next school year the experiment will be extended to 100 classes throughout the country.

The aims of the materials are as follows:

• to introduce in Romania the idea of alternative textbooks at the secondary level;
• to present a new formula by linking human rights education and civic education (human rights are considered to be the permanent reference, the basis of civics education). Human rights are interpreted as a philosophy of respecting human dignity, and as a concept of human and political relationships;
• to familiarize teachers with interactive strategies which give children the opportunity to express themselves, and to explore together political aspects of social life;
• to promote communication and participation within the classroom.

During the next school year materials for the 8th grade will also be piloted.

The authors consider that if these materials were translated into an international language then they could be adapted to other countries, for instance those in Central and Eastern Europe.

Materials available at the Institute of Educational Sciences

Summary:

The booklet accompanying the diskette presents characteristic elements of the educational data base "Romanian Literature".

After setting out the Technical Characteristics of the Data Base, the equipment needed to use it, the names of files and instructions for installing the programme, the booklet goes on to describe the modalities of educational use.

LITOM (Literatura romana) allows the user to obtain:

- information about writers and their works;

- rapidly discover a writer's works;

- sorted lists of works;

- lists of characters;

- print out of a given work;

- information on a given theme. Each text can be printed and edited.

For both teachers and students the software offers possibilities to select works with which to approach different subjects, such as: peace and tolerance; friendly relationships between young people; man and religion; man and the universe; does God exist? what is happiness, how to find it?; truth and error, what is right and what is fair?; personality and destiny; liberty and supernatural authority; man and society; human rights.

All these themes depend on the user's goals and on the data base used. Users can complete the data base according to their own goals.

Available from the Author, or for consultation at UNESCO HQ (Education Sector)

Summary:

Tradition of Gipsies Crafts (1993)

Dr. Michal Bársony, author and illustrator of this textbook is a teacher of Romany origin. He spent two years assembling authentic materials for this publication which is intended to show that the prejudice - Gipsies are idle - is completely false. They have worked hard to adapt themselves to the conditions and demands of societies in which they are the minority. Besides the traditional crafts they brought with them from their native lands, they have learned many other types of work from the inhabitants of their adopted countries. They have learned to work in metals, wood, textiles and clay, producing needed and appreciated goods. They earned their living mainly by crafts, music and services. The 18th and 19th centuries were "Periods of Crafts" for the Gipsies. At the forefront of their action to belong to their new home - Europe - was a desire for recognition by the inhabitants.

The author's main aim is to explain to the upcoming generations, especially Gipsy youth, that their forefathers lived and worked honestly, keeping their crafts alive in difficult conditions. These crafts are now being lost and there is nobody to carry them on, even though they are much in demand today.

The author offers the possibility of livelihood to Gipsies, especially young people, by resuscitating traditional (and other) crafts. His book pays special attention to education for Gipsy students and the establishment of apprentice schools, where theoretical knowledge is less a requirement, than knowledge about traditional and modern crafts, missing from the curriculum of most of the other types of secondary schools.

The author's ambition is to witness the establishment of craft schools and the revitalization of traditional crafts all over Europe, which will result in a means of livelihood and employment for Gipsies.

(Also available from SPU: Textbooks providing new ways of teaching history, social science and civics education; primary school readers and magazines in Romany language)

Summary:

1. Humanization of Education (1994)
   This textbook was elaborated by members of the SPU in cooperation with the Faculty of Philosophy of Comenius University in Bratislava. Addressed to teachers in basic and secondary schools, it sets out the principles of education in an open democratic society. The book's philosophy of education is influenced by humanistic educational movements.
   

   The main emphasis is on the qualitative dimension of values in contrast with a quantitative approach, the consequences of which are present in the educational process in the Slovak Republic at present.
   

   The principles of humanization of teaching, for example, creative research, freedom and responsibility in education, are written into in the goals of curriculum in the subjects of civic education, history, Slovak language and literature, chemistry and physics, etc.
   
   

2. Ethics and Civics (experimental textbook) (1994)
   

   In the 1992/93 academic year, cooperation began between the Ministry of Education of the Slovak Republic (National institute for Education) and the Netherlands National Centre for Education (KPC) on a project entitled "Ethics and Civics".
   

   The experimental textbook "Ethics and Civics", which is an outcome of this project, is addressed simultaneously to pupils attending both lower and upper level secondary schools. It is contemporary in both content and form, and contains lively text, riddles, crossword puzzles and illustrations. Problems analyzed are those linked to value orientation of pupils. The textbook is used in both civics and ethics instruction.
   

   Ethics and civics are split into five topics - (i) Ten Gipsy Families moved into your village (town); (ii) The Teacher or The Computer; (iii) Abolish Castles and Palaces and you will have money for sweets; (iv) Abolish Orphanages, Take children home; (v) On Sunday you must attend Mass - each of which is further divided into 7 lectures. Each topic has been inspired by the respect of basic human rights and civic values and all use an interdisciplinary approach to learning.
   

   Junior and senior secondary school teachers prepared the textbook and manual. They stress the importance of a creative approach by the teacher to complement other activities, in accordance with the type of school, where it is located and the situation in the classroom, etc. The textbook has been tested at lower and upper levels of secondary schools in the Slovak Republic.

Available from the SPU

Summary:

1. Publications (1994)
   

   The General Directorate of Educational Reform instigated the drafting, publication and dissemination of curriculum materials in order to offer the teaching profession the assistance they would require to effect the modifications and improvements which have resulted from the development of the new educational system. Recent publications of the General Directorate are so numerous, so varied and intended for such different categories of addressee that it became necessary to compile and organize them in a Catalogue which it is hoped will be a useful support and consultation resource for educationalists.
   

   The Catalogue contains two sections: In the first, "Classification by Type of Material", publications are organized, according to the type of material, in four groups:
   

   I. From Curriculum to Teaching Practice (Materials which present, develop or exemplify proposals for each application level or curriculum element, and which are potentially useful tools for its application in the educational centre or classroom)

   II. Documentation and resource guides (Materials containing information about didactic resources, bibliographies, etc: books, curricular materials, sources of information, and in general, resources useful for curriculum development).

   III. General documents (Materials which contain proposals about educational theory in general, which are an important foundation for reflection on the part of teachers and of other educationalists working on educational reform. This section also contains some materials which can help teachers in their research or evaluation of different aspects affecting the educational system)

   IV. Teaching aids (Materials specially designed for teacher training: material for training courses, for students and evaluators of training networks)
   

   In the second section "Classification of Publications on Secondary Education by Departments" the publications listed in the first section are organized by level of education.
   

   Most of these materials are not for sale, but can be consulted in all Ministry of Education and Science Educational, Teachers or Resource Centres. The Ministry hopes that the materials in this Catalogue will be of use for both teacher training and for teaching practice. Materials for reflection and individual study, they are primarily aimed at collective and cooperative work which will contribute to consolidating coherent teaching teams, in harmony with the aims of the new educational system, so as to improve education throughout the country.
   
   

2. Transverse teaching disciplines (1994)
   

   Within the framework of the General Law Ordering the Educational System, the Royal Decrees establishing curricula for each educational level define subjects of instruction which must be present throughout the different disciplines. These are the topics of moral and civic education, peace education, health education, education for the equality of opportunities between the sexes, environmental education, sex education, consumer education and traffic education.
   

   The stipulation that all these educational aspects must be present in instruction confers a new dimension on the curriculum, which in no way can be seen as compartmentalized into isolated areas, or developed in didactic units only which are tenuously interrelated, but which appear to be articulated by clear axes of objectives, of content, and of principles for the construction of learning, which give the curriculum coherence and solidity. Some of these axes will be made up by stated subjects, which, in reality, are dimensions or recurrent themes in the curricula, not parallel, but cutting across them....
   

   Because of this presence in the curriculum, in its different areas, the transverse themes are important not only for the personal and social development of pupils, but also to attain a freer and more peaceful society, where both individuals and the human environment are respected. Because they impregnate all educational activities, transverse subjects are a responsibility of the educational community as a whole and more especially the teachers. In particular they must be included in central educational planning, in curriculum planning at all levels and in the teacher's own practical activities.
   

   To help teachers in curriculum development in respect of transverse subjects or themes, the Ministry of Education and Science requested experts to produce orientation documents for each separate theme.
   

   The structure of each volume compiled for a specific transverse teaching theme is identical, beginning in each case with a general presentation of the subject under consideration, what it means, and the reasons for its becoming a relevant education theme. Its place within the curricular content is identified and evaluation criteria given for each area and phase in which this transverse teaching theme is present. A third section proposes orientations for teaching and for evaluation in relation with the corresponding curricular contents. Finally, there is a guide to documents and resources useful for teaching staff. This is not exhaustive, but contains annotated material which has been selected as being the most appropriate.
   

   Peace Education

   The components of Peace Education are education to promote international understanding; education for human rights; intercultural education; disarmament education; education for development and education for conflict resolution. Peace Education, as a transverse dimension of the curriculum affects all the curricular elements of all areas and all levels of education. Educational priorities are teaching the values of solidarity, tolerance, autonomy and self expression and nonviolent solution of conflict.
   

   This text, after introducing and describing what peace education is, indicates objectives and content and, where appropriate, evaluation criteria linked to peace education at all the different educational levels. At the level of Compulsory Secondary Education the general objectives of peace education are:

   - create an appropriate individual self image and of the individual's character and potential and develop autonomous, balanced activities which stress the value of effort and overcoming difficulties.

   - be able to relate to other people and participate in group activities demonstrating solidarity and tolerance, overcoming inhibitions and prejudices, recognizing and appreciating social differences and rejecting all discrimination based on differences of race, sex, social class, beliefs and other individual and social characteristics.

   - be aware of and appreciate the cultural heritage and actively contribute to its preservation; better understand that linguistic and cultural diversity is the right of all nations and individuals; and develop attitudes of concern towards and respect of the exercising of this right.
   

   A tabular structure sets out the main objectives and content of each curricular area in which peace education is a transverse teaching theme.
   

   The third chapter offers some ideas and suggestions on how to teach peace education. Orientations are put forward which relate to the two basic levels of school teaching: that of the Central Educational Plan and Curriculum plans by level, which suppose the establishment of accords within the educational community and between the teaching staff in particular; suggestions related to the drawing up of teaching programmes, i.e. for the development of teaching units in the classroom. The last section contains a selection of basic materials and resources that could be of considerable assistance in carrying out appropriate peace education).
   

   Education for the Equality of Opportunities for both sexes

   An evaluation of activities in programmes of equal opportunities for both sexes of the European Community indicates that non sexist education not only leads to greater equality in the classroom, but also improves the overall quality of teaching.
   

   The General Law Ordering the Educational System (LOGSE) establishes as a principle non-discrimination for reasons of sex with the aim of ensuring that inequalities based on sex or gender which are produced in society are not transmitted by formal education and, at the same time establishes as a principle that there should be training towards equality between the sexes and the rejection of all forms of discrimination in school. Similarly, it rules that education to ensure equality between the sexes will be present across all areas in compulsory primary and secondary education - sciences, physical education, arts, languages, literature and technology.
   

   In Secondary education, the objectives, inter alia, are to instill attitudes of participation, moral responsibility, solidarity and tolerance, respecting the doctrine of non discrimination against persons and rejecting any discrimination on the basis of differences of race, sex, class, beliefs or other individual and social characteristics.
   

   The text proposes several didactic orientations. The non-discriminatory character of education laid down by the Law is translated into teaching practice through a series of basic principles, which include:

   - The development of individual potentialities and a real equality of educational opportunities for girls and boys is the responsibility of the educational community as a whole;

   - Education free of sexist bias should be an educational goal so that girls and boys can fulfill their personal and professional ambitions;

   - Curricula should be integrative: based on interests, motivations and needs of both sexes including past and present experiences of women;

   - School and career guidance will be non discriminatory, in an attempt to break with traditional stereotypes;

   - Teaching and learning process should not use sexist language and materials;

   - Girls and boys should have equal access to school resources - in the classroom, laboratories, workshops, gyms etc., and out of school.
   

   Intervention strategies should be defined to achieve the established objectives and through which structures this process will develop. The text proposes a schema which could be useful for teaching staff. It proposes a series of activities resulting from analysis and reflection on educational realities - school organization, school curricula, educational resources each with guidelines and intervention possibilities.
   

   With regard to didactic material, there will be action to overcome all types of discriminatory stereotypes, with particular stress on equal rights between the sexes.
   
   

3. Videos (1990; 1991)
   

   (a) "Notes on coeducation and new technologies" (Apuntes de coeducación y nuevas technologias)
   

   This video is intended for use in training primary and secondary school teachers. Its objectives are to inform teachers of both sexes about the attitudes of schoolgirls and schoolboys towards the use of new technologies in their classroom activities. It also proposes some strategies to heighten the interest of girls in these technological media.
   

   (b) "Individual identity and coeducation" (Identidad individual y coeducación)
   

   This video analyses the attitudes of girls and boys starting school, as well as some aspects of the "hidden curriculum" which are unconsciously transmitted to pupils.
   

   (c) "Moral Education for a Democratic Society" (Educación Moral para una Sociedad Democrática)
   

   Social and moral education is a fundamental element in the educational process the objective of which is to enable pupils to develop responsible behaviour towards the society of today and the future, a pluralist society in education will ensure that individuals with their own beliefs, values and opinions of individuals are able to to respect the beliefs and values of others.

Available from the Ministry, or for consultation at UNESCO HQ (ED Sector)

Summary:

"Aids: Knowing how to help" is a multidisciplinary programme to increase knowledge about Aids prevention which contains knowledge integrated around a theme (epidemics throughout history) and which centres attention on the very topical social problem of Aids. The intention is to offer teachers in Spanish secondary schools not only a set of materials, but also training in their use, with follow up and evaluation by teacher training centres, in which the various educational administrations will collaborate. In parallel to its interdisciplinary design, the package incorporates didactic resources of a type exerting most influence on young people, such as videos, computer games, graphics, as well as proposals for activities which are closely linked to the daily interests of teenage students.

The elements making up the "Sida Saber Auyda" multidisciplinary teaching package include documents for teachers which contain up to date information, data and references. The first book, "Scientific knowledge and Aids" describes the immune system and Aids; the second "Historical and Cultural knowledge about epidemics and Aids" sets out the history and social reactions to the phenomenon of epidemics; and the third book "Ethical and Social knowledge and Aids" deals with epidemic disease and its present-day repercussions from both social and individual standpoints.

The video covers the history of infectious diseases, analyses historical reactions to a phenomena which have no explanation and which have devastating effects for the population, followed by a scientific explanation of Aids, the causes of contagion, and thoughts on prevention, personal attitudes and solidarity, in order to promote rationalization and understanding of the problem. Transparencies reproduce scientific diagrams, graphs and statistics and the most meaningful headlines appearing in the teachers documents.

A series of illustrations and posters use modern graphics and language to depict the ethical and social aspects of Aids and propose a series of questions and ideas for reflection.

The package includes a computer game and the possibility to connect up with the educational computer network of the "La Caixa" Foundation (STRES). The game represents a series of historically documented scenarios, through which the player progresses when correctly answering questions about the history of epidemics. Connection to the computer network will open the programme to other students and teachers, increasing the range and exchange of information and encouraging joint activities organized between groups of students in different locations.

Guidelines are provided on ways to dramatize or discuss various situations on the topic, such as methods of organizing short plays to stimulate thought and debate about aspects which have to be understood in order to face disease consciously, rationally and scientifically. Content includes the social consequences of Aids, personal relationships which become affected because of the disease, reflection on death provoked by Aids, and related explanations. Through this, students can learn to make up their own plays or sketches.

At the level of higher secondary education, this topic can be included in the curricula of Experimental Sciences, Geography, History, Social Sciences and also in Language and Literature classes. It can also be linked with optional subjects like new information and communication technologies, and the visual arts.

This project is intended to go beyond its own boundaries into general improvements of contemporary secondary education, in line with the trend of introducing troublesome scientific, social and cultural realities into the curriculum and consequently into the education of young people.

Available for consultation at UNESCO Headquarters (ED/ECS)

Summary:

The Brightening Future belongs to us (1993)

Den ljusnande framtid är var, "The Brightening Future Belongs to Us", (the title refers to words in a well-known Swedish student song), is a book written by Ulf Fredriksson, formerly international secretary of the Lärarförbundet, now working at Education International in Brussels, and Pär Wahlström, a teacher and consultant at the Swedish International Development Authority, both of whom have taught the internationalization of teaching for many years, to promote international education for peace, belief in the future and solidarity. Lärarförbundet (The Swedish Teachers Union) uses the book to train and inspire its members to teach about and strengthen concepts of tolerance, peace and solidarity. The training method used is the Study Circle Method - small groups of participants meet several times to discuss the content of the different chapters and find their own way to use this in their teaching. Lärarförbundet is the largest union for teachers and head teachers in Sweden with about 200,000 members at all levels and in all types of education.

The book contains a foreword and a reading list, as well as nine chapters on various aspects of tolerance and peace. After an Introduction about the challenges of our time, the book goes on to discuss children and youth in society today, the new family and the new society. Chapters 3 to 8 are devoted to the school: what can schools do? international education; making the school important today and in the future; the democratic school; peace education for without peace there will be no school; solidarity, cooperation, multiculturalism, anti-racism and twinning schools. The book guides teacher trainees towards the concept of the environmentally concerned school, one that provides knowledge and good examples, bearing in mind that the environment is a local and global concern; and towards the engaged school, one which will encourage curiosity, a wish to learn, and active involvement to promote positive development. Chapter 9, which concludes the book, asks how teacher trainees start, and suggests that making education international is one way to begin.

Available from the authors, or for consultation at UNESCO Headquarters (ED/ECS)

Resumé:

Le gymnase qui possède une des plus longues traditions de formation scolaire et a été développé de manière concertée au niveau national voire, en partie au niveau international. A défaut d'une réglementation précise, les gymnases se sont référés jusqu'ici à celle relative à la reconnaissance des certificats de maturité qui leur permet de fixer leurs objectifs et de déterminer l'enseignement de leurs disciplines. Le besoin de définir les buts et les contenus de l'enseignement gymnasial s'étant fait sentir de manière de plus en plus pressante, l'élaboration d'un Plan d'études cadre (PEC) a été édicté par la Conférence des directeurs de l'instruction publique (CDIP), avec la collaboration active et intensive de quelques 250 enseignants et spécialistes.

Se fondant sur l'article 3a du Concordat sur la coordination scolaire de 1970, le PEC est, en fait, une "recommandation à l'intention des cantons", grâce à laquelle les gymnases suisses disposeront de lignes directrices communes qui permettront d'encourager leur évolution conformément aux exigences actuelles d'une "école secondaire supérieur de demain". Outre cette fonction autonome, le PEC a une fonction en tant que document de référence pour la reconnaissance des certificats cantonaux de maturité.

Les PEC s'adressent à tous les gymnasiens, ainsi qu'à tous les jeunes qui ont besoin d'une éducation qui comprenne outre un entraînement intellectuel, l'acquisition d'une culture générale équilibrée et le développement de leur personnalité, et à ceux qui, en tant que scientifiques ou cadres, compléteront leurs qualifications tout au long d'une formation continue, le gymnase posant les bases pour un perfectionnement ultérieur.

Le degré d'innovation des PEC peut être jugé selon plusieurs critères: -une définition commune des objectifs de l'enseignement gymnasial; -un enseignement sur la base d'objectifs; -une refonte et la prise en compte des connaissances les plus récentes en matière de didactique.

Le PEC couvre toutes les disciplines au niveau secondaire, comprend des aspects multiculturels, et spécifie les orientations générales des études (langues, sciences humaines et économiques, mathématiques et sciences expérimentales, arts, sport) qui ont pour but de placer les objectifs des différentes disciplines dans une perspective éducative globale. Chaque discipline contribue à développer des compétences communes: -sociales, éthiques, et politiques; -intellectuelles, scientifiques et épistémologiques; -communicatives, culturelles et esthétiques; -le développement de la personnalité et la santé; -les méthodes de travail, l'accès aux savoirs et les technologies de l'information.

Pour chacun de ces champs on distingue en premier lieu les compétences de base concernant tous les jeunes du secondaire II, et ensuite les compétences particulières s'adressant plus spécifiquement aux élèves des gymnases. Une "lecture transdisciplinaire" est proposé pour inviter à ce travail de mise en relation indispensable.

Exemple: Les compétences communicatives, culturelles et esthétiques

Compétence-clé, la communication représente pour l'homme un défi constant. Beaucoup de moyens de communication sont acquis spontanément. Ils doivent cependant être développés, affinés et consciemment étendus. L'adolescent est à l'âge où il construit son identité, et la communication y joue un rôle déterminant. Dans sa quête de points de repère, il est particulièrement sensible aux valeurs esthétiques et culturelles qu'il découvre.

Communiquer -La communication doit être consciemment développée au moyen de démarches didactiques adéquates dans toutes les disciplines et dans toutes les situations en relation avec la vie de l'école. -Les connaissances linguistiques ont pour fonction d'assurer une bonne compétence de communication.

Pour participer à la vie culturelle -Les jeunes doivent apprendre que la communication se situe toujours dans un contexte culturel et véhicule des valeurs, des habitudes et des critères esthétiques. -La communication repose sur la curiosité culturelle. -Littérature, musique, théâtre, cinéma, danse et arts visuels sont pour les gymnasiens autant de moyens d'exprimer leur sensibilité et d'approcher le monde de la création artistique à travers des oeuvres diverses.

Pour découvrir d'autres cultures -L'adolescent doit faire l'expérience d'autres perspectives, de formes de culture et de modes de vie différents afin de pouvoir dépasser les limites de son entourage familial et local, élargir son horizon et comprendre les caractéristiques de la vie en Suisse et dans d'autres contextes culturels.

Une lecture transdisciplinaire, propose, entre autres, les citations suivantes:

"L'enseignement des langues développe chez l'élève la capacité de s'affirmer en tant qu'individu s'ouvrant à la vie culturelle et sociale: il l'incite à structurer sa pensée et l'aide à construire son identité";

"L'enseignement de la géographie sensibilise l'élève aux normes, comportements et valeurs déterminant l'organisation d'espaces différents du sien";

"L'enseignement des arts visuels confronte l'élève à des oeuvres des beaux-arts et des arts appliqués ainsi qu'aux médias visuels contemporains... Il permet à l'élève de comprendre son environnement naturel et forme des êtres sensibles ... dotés de sens des responsabilités et d'esprit critique";

`"L'étude et la pratique de la musique favorisent l'acquisition d'attitudes déterminantes dans la vie, telles qu'un comportement social responsable, la patience, la discipline et l'autodiscipline, la concentration";

"L'enseignement de la pédagogie et de la psychologie favorise le développement personnel pour former des hommes et des femmes ouverts, se posant des questions, conscients des richesses de la vie, capables de dialoguer entre eux et prêts à prendre des responsabilités".

Note de la CDIP (12.06.95):

Un groupe de projet spécialement constitué sur la base d'un mandat entre la CDIP et le Centre suisse pour le perfectionnment des professeurs de l'enseignement secondaire (CPS) à Lucerne, est actuellement à l'oeuvre. L'implantation des PEC dans la réalité des enseignant-e-es et des enseigné-e-s s'opère par des cours de perfectionnement, l'organisation d'un symposium et la prestation des conseils pratiques. Un réseau d'information est en construction, permettant aux interéssé-e-s de repérer et d'entrer en contact avec les personnes, les groupes d'études et les établissements qui approfondissent des sujets spécifiques.

Ce document peut être obtenu auprès de la CDIP, ou consulté au Siège de l'UNESCO (Secteur de l'éducation)

Summary:

The general aims of secondary education are to provide students with a knowledge of general culture, to acquaint them with individual and communal problems and to motivate them to find solutions; to instill in them the strength and knowledge to participate in the economic, social and cultural development of the country and to prepare them, in line with their interests and talents, for institutions of higher learning.

General lycées prepare students between 15 and 17 years of age for institutions of higher learning during a three-year programme over and above basic education. Vocational and technical lycées provide specialized instruction for students between 15 and 18 years of age in order to train qualified personnel, with programmes lasting either three or four years.

Secondary schools in Turkey follow the subject promotion and credit system, within which there are seven basic fields of learning: Natural Sciences, Social Sciences, Turkish-Mathematics, Foreign Languages, Arts, Sports, and General Culture. The number of subjects within these main fields varies according to the type of lycée. For instance, in the general lycées there are about 18 general and 54 optional subjects.

The main topics covered in the Social Science Curriculum for General Lycées are Turkish language and literature, psychology, philosophy, sociology, history, geography, tourism economics, health and the environment, religion, research and statistics, and Turkish dialects.

The main topics covered in the Arts Curriculum for General Lycéss are Turkish language and literature, the literary arts, effective speech and writing, history of art, painting, music, tourism, environment and health, Turkish history and Turkish Dialects.

There is no secondary school leaving examination; a Lycée or Vocational Lycée Diploma certifies the level of education and gives access to higher education.

Summary:

The new National Curriculum has been elaborated in accordance with the principles of State National Education Policy which, inter alia, emphasizes the need to democratize education and liberalize school, priority being given to general human values, humanization of education and the goals of "Education Ukraine for XXI Century" adopted in 1992, which states that the main goal of educational policy is to create and guarantee availability and equal rights to education for all, giving consideration to the pluralistic nature of Ukrainian society in the democratization and humanization of the school system.

The new National Curriculum contains two parts: basic core subjects and options. The core is common for all schools and makes up 70% of the whole. It includes sciences, mathematics, social subjects, language, literature, history and geography. During the other 30% of instruction time schools choose what they will teach, priority being given to humanitarian subjects. For example, in schools for ethnic minorities, this curriculum time is spent on mother tongue instruction and literature, the history of their native land, folklore and ethnography.

Curricula for new subjects for general secondary schools are being developed, such as the basics of economy, world literature, business studies and ecology. A complex programme, "A Textbook - a New Generation", which aims at producing new contents of education in the textbook and learning facilities has been developed and is being implemented.

Some examples of social studies programmes can be used to illustrate the New National Curriculum.

1. The base of Aesthetics
   

   The programme entitled "The Base of Aesthetics" is a 2-year course (or 10th and 11th forms). It gives examples of aesthetic theories first appearing in the slave-owning system, deals with the works of ancient Greek thinkers, Mysticism and Idealist teaching of the Middle Ages, the humanist works of the Renaissance Period, the Age of Enlightenment in France and German classical philosophy in the 18th and 19th centuries, as well as the achievements of modern aesthetic and philosophical ideas.
   

   Throughout the course, students are taught to understand what underlies the main aesthetic categories such as, beautiful and terrible, tragic and comic, exalted, inferior, heroic, etc.
   

   Examples are given of creative tasks which offer the possibility to go more deeply into the subject of aesthetics, to develop appreciation of art and works of art, and which also offer teachers an opportunity to undertake research, bearing in mind the levels of knowledge and the needs of their pupils.
   
   

2. Ukrainian Musical Culture
   

   The "Ukrainian Musical Culture" course for senior secondary school and college classes offering curricula in the humanities is intended to enrich the musical thesaurus of pupils and enhance what they have already learned before coming to secondary school. In addition, the course teaches senior pupils to perceive, analyze and appreciate musical compositions of different periods, directions, styles and genres; to develop their thinking about international music; to enhance potential musical talents by developing pupil's creative abilities. The content and structure of the programme is based on cultural, historical and chronological principles. During the course, Ukrainian musical culture is considered as an integral spiritual phenomenon, which reflects national thinking and is an integral part of humanity's artistic achievements.
   

   The course is composed of four sections: "Folk Art" - pupils learn about musical rituals, everyday songs, epic genres, folk instruments and dances. "Ancient Musical Art" - focussing on church and choral music and main proponents; "Ukrainian National School" - different types of music, training professional musicians, training future composers, performing arts, education; and "Contemporary Musical Art" - 20th century composers, leading musical communities and groups, performing schools, etc.
   

   Students attend lectures and seminars, learn how to discover and study literary sources on their own, and listen to music. They visit museums, attend concerts, go to the theatre, meet modern composers and musicians and compose.
   

   The programme is now well established and has proved that the musical and historical knowledge it offers inculcates an understanding and appreciation of music, which greatly influences the development of a pupils' spiritual culture, and their ability to comprehend the concept of national musical art as an integral part of the music of the world.
   
   

3. History of Cinema Art
   

   All children today are introduced to the world of audiovisual mass media at an early age. The aim of the History of the Cinema Art Syllabus is to familiarize students with the process of setting-up and developing cinematic art worldwide and with the a foundation in film making. The achievement of this aim is possible if certain problems are solved, the main one being how to guide the students through an enormous range and variety of films and TV shows, to teach them to perceive the complex and many-sided world of screen texts, not only as narrative constructions, but as integral aesthetic masterpieces.
   

   Students are shown the specifics of creative cinematographic art, using the best examples of the heritage left by the world's leading film makers. Students are taught to perceive an artist as a complicated personality in his interrelation with society, to be able to comprehend the implications of screen work, which more often than not carries a greater psychological burden than the picture itself.
   

   The theoretical part of the syllabus familiarizes students with the foundations of the concepts of all categories of film making, studying the synthetic nature of cinema art, analyzing the specifics of the screen image, as well as the theoretical problem of "cinema and audience", pertaining to the sociology of the cinema. Finally, the syllabus will familiarize cinema studies students with the main aspects of audiovisual culture.
   

   The Academy of Pedagogical Sciences coordinates many other courses for secondary school students, such as "Ukrainian Folk Art", and an integrated course on world humanities "Person and Society".

Further information is available from the Academy on these programmes and on curriculum development in Ukraine.

Summary:

The Draft Proposals were formulated to reduce the statutorily required content of the national curriculum, and at the same time to:

- clarify the knowledge, understanding and skills to be taught;

- remove unhelpful areas of overlap between key stages and across subjects;

- make progression more explicit both across and within key stages;

- establish a clearer relationship between the programmes of study and attainment targets, consistent across subjects;

- replace statements of attainment with level descriptions (except for music, art and physical education)

- extend access to pupils of all abilities;

- rectify any known areas of weakness within the current curriculum

Within the new curriculum, pupils should be given opportunities to apply and develop their information technology capability. Where necessary, arrangements should be made for pupils at either end of the ability range to work from earlier or later key stage programmes of study, thus avoiding modification of study in the form of statements of special educational needs. Provision should also be made for special needs: pupils requiring means of communication other than speech, and non-sighted methods of reading, or those who need to acquire information in non-visual or non-aural ways; those who need technological aids in producing written work, or aids to allow access to practical activities within and beyond school.For this inventory, proposals for two new curricula (out of many) at the junior secondary level have been summarized:

1. The Art Curriculum
   

   At this stage of the art programme of study, pupils should be encouraged to develop their creative imaginative and practical skills through a balanced programme of art, craft and design activities working individually, in groups and as a team. Activities should extend pupils' understanding of how meaning is communicated in images and artefacts. Students should be able to interpret artistic elements in practical work, including line and tone, colour, pattern and texture, shape, form and space; to respond to and discriminate between works of art, craft and design; to evaluate different methods and approaches, using an art vocabulary. They should develop the ability to assess works critically and show an understanding of artistic conventions used in different styles and traditions and to compare art, craft and design across time and place, identifying characteristics which stay the same and those which change, developing an appreciation of the richness of our diverse cultural heritage.
   
   

2. The History Curriculum
   

   At this stage of the history programme of study, which includes four core units and two supplementary units, pupils should learn how developments from the early Middle Ages to the twentieth century helped shape the economy, society, culture and political structure of modern Britain. They should have opportunities to study developments in Europe and the non-European world and, drawing on their awareness of chronology, to link historical events and developments in the different periods and areas studied. They should be given opportunities to apply their historical knowledge, to evaluate and use sources of information, and to construct accounts and explanations of historical events.

Available from the authors, or for consultation at UNESCO Headquarters (ED/ECS)

(Also available: Official Circular on Initial Teacher Training (Secondary Phase); "Teaching as a Career", information brochures on teacher training)

Summary:

Introduced in 1986, the Skills for Adolescence (SFA) Programme aims to help the 11-14 age group learn how to deal with the challenges of society by offering positive growth experiences and teaching specific coping skills (thinking, managing feelings, decision-making, communication, taking action). The programme places a special emphasis on preventing alcohol and drug misuse and related problems. It can be offered in conjunction with classes in personal and social education, health and related content. Skills for adolescence material is used in nearly 4,000 schools. Over 90% of education authorities have offered the training course to more than 7,500 teachers.

The video and accompanying handbook constitute a training package about the practice of SFA. Using the experience of one local education authority, it offers a resource for any school wishing to implement and develop this personal and social education programme. The video explains the rationale of SFA, informs about teacher training courses, shows young people working with SFA in the classroom and includes interviews with teachers who describe how they use the programme and its value for schools parents teachers and students. An evaluation indicated that SFA improved students' academic performance and increased motivation and that teachers using the programme have developed closer, more trusting relationships with pupils, and have ameliorated situations requiring discipline.

Available from TACADE, or for consultation at UNESCO Headquarters (ED/ECS)

Summary:

The producing institution describes the aims of their Open University Postgraduate Certificate in Education (PGCE) as follows:

- to provide access to teaching through a part-time, multimedia course developed through a partnership between the University and Schools;

- to seek through this partnership, to achieve levels of competence, experience and knowledge that fully support a student teacher's entry into the teaching profession.

Two primary courses are currently offered by the University focusing on the 5-7/8 and 7/8-11 age range. Six secondary courses are offered in English, Mathematics, Science, Technology, Modern Languages (French) and History. Music will be offered as a new course from February 1996.

Each secondary PGCE student receives a set of course materials:

- For primary students, two resources boxes, (i) focusing on subjects in the primary curriculum, (ii) on teaching reading.

- For secondary students: (i) focusing on subject specific materials, and (ii) on generic aspects of teaching in secondary schools.

- All students receive three ring binders containing a subject specific Study guide and AV Guide; "School Experience File" and a "Professional Development Portfolio"

The Resource Boxes contain "documents" - short readers addressing current issues in the teaching and learning of the secondary school subject offered, and "facsimiles" - extracts of previously published materials considered to be valuable student resources. Publications and leaflets are also supplied. Students are requested to purchase some set books to support the courses. Video cassettes and audio cassettes are used.

The secondary Modern Foreign Language materials: The secondary teaching of Modern Foreign Language (French) course considers the 'communicative' classroom and the main elements of communicative methodology. Work is based on video and audio components, students' own observations and readings. Topics include: issues relating to MFL in the curriculum from an historical perspective; teaching-learning strategies and resources appropriate for pupils with differing levels of attainment; the UK national curriculum; use of the target language in the classroom; assessment; teaching grammar; research on language development and acquisition; developing creativity in MFL learning; developing reading skills, promoting and developing cross curricular work in MFL.

The secondary English materials: These materials cover central aspects of teaching and learning in the secondary English curricula, encouraging students to consider critically differing views of what constitutes 'English' and how it should be taught. Work is based on the students' own observations, complemented by wide ranging resources, including audiovisual materials and reading which introduce central thinkers in the field of English teaching. Areas explored include: learning through talk; the debate on Standard English; reading process; writing theory; the literary 'canon'; approaches to the teaching of fiction, poetry, non-fiction and media texts, drama in English; the teaching of Shakespeare and pre-20th century literature, IT and the new literacy and research in English.

All students are connected by computer link through their home. The Programme has developed a computer conferencing system based on a software package (FirstClass) that provides an icon drive communication environment. The link serves three main purposes:

• it provides student to tutor and student to student contact through personal mail and tutor group conferences set up on the network;
• it provides subject and phase based 'Bulletin' boards detailing information about events, publications, and developments in the specific areas;
• it provides subject and phase based 'moderated' computer conferences - these may include specialist conferences within subject areas - for example a specialist conference on teaching poetry within the teaching of English Conference.

The computer link is significant in addressing the isolation that some open/distance learners can feel, in ensuring that students are aware of the latest developments in their subject area and in providing access to subject based dialogues and information sharing. The computing link, complements face-to-face tutorial provision and other multimedia resources.

It is anticipated that students will maintain the computer link into their first teaching post.

These materials demonstrate how new forms of open and distance learning can be applied to teacher training across a range of contexts. Advice on their applications has been given to countries from all over the world. Information on the programme is available on Internet HTTP\\:WWW.OPEN.AC.UK

Summary:

This Official Circular replaces the 1989 Circulars infosar as they relate to initial training for the secondary phase. It introduces new criteria and procedures in England and Wales for the accreditation of courses of initial teacher training (ITT) for the secondary phase. The new criteria came into force from September 1992 with all relevant courses expected to comply by September 1994.

New Criteria and procedures reflect the Government's proposals for reform and follow three main principles:

- school should play a much larger part in ITT as full partners of higher education institutions (HEI);

- the accreditation criteria fir ITT courses should require HEIs, schools and students to focus on the competences of teaching;

- and institutions, rather than individual courses should be accredited for ITT.

The purpose of Accreditation: In order to teach in a maintained school, teachers are normally required have qualified teacher status, usually obtained by successfully completing a course of ITT approved b y the Secretary of State as per the statutory requirements. The Secretary of State lays down the criteria by which he will approve courses and is advised by the Council for the Accreditation of Teacher Education (CATE) on whether courses meet those criteria. The purpose of these arrangements is to ensure that courses give a suitable preparation for teachers in the context of Government policy objectives for schools.

Annex A to the Circular sets out the aims of initial teacher training, the competences expected of newly qualified teachers (subject knowledge and application, class management, assessment and recording of pupils' progress, further professional development), general and specific requirements for courses of initial teacher training and the responsibilities of institutions and partner schools.

Annex B to the Circular sets out the new Accreditation procedures for ITT courses.

NB: Accreditation procedures have since changed, following the winding-up of CATE and the establishment of the Teacher Training Agency. The criteria remain in force. A parallel circular relating to initial teacher training for the primary phase was published in 1993.