School Level: Primary
5.3 Empowering students to promote their interests
Students must be able to analyse a political situation and to identify their interests, and to find ways and means to influence…
5.2 Principle of controversial discussion
Whatever is a controversial issue in science or politics must be presented as such in EDC/HRE classes. This principle is closely linked…
5.1 Principle of non-indoctrination
The teacher must not attempt to indoctrinate the students in any way to make them adopt a desired opinion, for example in…
5. Professional ethics of EDC/HRE teachers: three principles
If students come to an EDC/HRE class with their own opinions, and all of them come away from it with the teacher’s…
3.4 A model of student competences in EDC/HRE
We assess a student’s competence development through our perception of the student’s performance. Competences are invisible, and we can only gain access…
3.1 “I would like my students to be able to …”
“After we practised techniques of presentation, I would like all my students to be able to address the class without reading out…
1.1 The cognitive dimension of EDC/HRE: learning “about” democracy and human rights
EDC/HRE at secondary level requires students to study key documents such as the UDHR and the Convention. To summarise the example given…
1. The three dimensions of EDC/HRE
Education for democratic citizenship and human rights education (EDC/HRE) focuses on what students should be capable of doing rather than on what…
1.3 Democratic governance of schools
1.3.1 School – a micro democracy? Education for democratic citizenship and human rights education (EDC/HRE) is based on the core principles of…
