Catalogue of Core Components to contribute to education
for sustainable democratic societies
(as revised during Module A, 12-15 October 2010)

To BE:



I am convinced that sharing values of Human Rights, mutual understanding and democratic citizenship can influence people’s attitudes and behaviours.

I am willing to encourage learner’s critical thinking skills and allow them to take responsibility in their learning process

I recognise diversity (environmental and cultural) as a positive value.

I realise the importance of cooperation through team work, group work, student councils, joint initiatives with students and parents, local, national and international projects, etc.

I am aware of my own “world views” and their limitations and put them to question
I accept to see things from different perspectives

I am convinced that learning and teaching processes should be based on equality and on the right to be different

I believe cooperation has a central role for social cohesion and respect for the individual

I am aware of my behaviour, language and body language, and realise that they all translate my values (authenticity)

I develop interest and empathy for the “other’s otherness”

I am convinced of the need to empower learners and, in the classroom, I accept to relinquish some of my power as a teacher


I realise the importance of participative and formative evaluation: self-evaluation, peer evaluation, self reflection and group debriefing.


I am aware of the impact of fast developing internet tools on young people’s cognitive experience as well as the consequences this development has on learning today.

To DO:



I am able to experience doubt, accept uncertainties and understand that there are no one-dimensional answers for complex issues
I am able to learn from challenges

I am able to promote learning by doing, teaching methods based on real-life, on skill oriented tasks, and active involvement

I am able to manage conflicts through the application of conflict resolution techniques, problem solving strategies, and the use of positive discipline techniques…..

I am able to create a safe learning environment and develop my own and learners’ self-esteem, self-worth and self-confidence

I am able to use formal and non-formal learning

I am able to develop critical thinking skills in learners: encourage debating, discussing, …… teach about generalisations and their limitations, giving examples, establishing connections, coming to conclusions, finding causations

I am ready to seize opportunities for regional and international mobility

I am able to identify explicit and implicit hostile attitudes towards people who are perceived as “different” and develop strategies to engage learners to actively oppose all types of discrimination………….

I act to reinforce sustainable democratic societies through community based citizenship projects

I am able to develop personalised learning and use a variety of teaching methods adapted to different learning styles


I use the concept of multiperspectivity in teaching and I know that one must distinguish fact from interpretation


I use methods for group dynamics that model respect and equality, by incorporating learners’ IC competence and ADC development in the curricula and learning objectives




I develop an understanding of cultures and identity as a context dependent, dynamic and negotiable process

I get acquainted with up-to-date research and know about a variety of teaching approaches, methods and materials for promoting diversity

I consider that knowledge is a mere construction that remains incomplete and subject to continuous questioning

I develop up-to-date knowledge on cognitive development, multiple intelligences and learning styles and how my teaching must accommodate them

I have knowledge of the key concepts related to diversity and intercultural understanding (culture, identity, equality, prejudice, stereotype, discrimination, racism, etc)

I know that teaching is, like social science, a research, an investigation, a reconstruction of the reality using diverse and often contradictory sources

I have general knowledge of the main social actors and resources of my community, (NGOs, social and cultural services, political actors)

I understand the relevant concepts (e.g. values, culture, identity, ……….sustainability) and use precise terminology when teaching and learning for HR and ICU and GE

I have general knowledge related to positive discipline and conflict management

I am able to integrate the new technologies in my teaching and learning with students for effective and critical empirical strategies


I have general knowledge of the socio-cultural background of my students and their families


I know the curriculum so as to work collaboratively with other colleagues