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Democratic Schools for All

This study examines all aspects of migration, its different flows and types, such as economic, forced and ethnic, as well as its impact on economics, demography and social and cultural life. National policies on integration and naturalisation, and how they are conditioned are examined and compared.

From a variety of sources (maps, statistics, first person accounts of migrant life – sometimes humorous, sometimes tragic – novels, films and surveys), a web of causes and effects emerges, depicting migrant life today. In this way, the reader gains an overview and the beginning of a deeper understanding of this complex subject.

ISBN English version: 978-92-871-4790-5
ISBN French version: 978-92-871-4789-9

Available in English and French.

This publication ‘DOmino’ tries to promote peer group education within formal and informal educational settings. DOmino is aimed at youth and social workers, teachers and youth leaders, as well as young people wishing to get involved in such programmes.

The different sections of DOmino contain some theoretical background on peer group education as well as different project descriptions, methods and quotes and stories from young people. The references to resources have been put in brackets and the sources can be found in the bibliography at the end of this publication.

ISBN English version: 978-92-871-5750-8
ISBN French version: 978-92-871-5749-2

Available in English and French.

This book considers the role of higher education in developing and promoting intercultural dialogue in greater detail than a statement or even a White Paper covering all aspects of the Council of Europe’s activities could possibly do. More specifically, this book looks at the higher education campus as a venue of intercultural dialogue.

This is not the only role higher education plays in promoting intercultural dialogue, and a later contribution will aim to look at the role of higher education as an actor in the broader society of which it is a part. What happens on campus is nevertheless a precondition for the role higher education should play in society at large. In the sense of the White Paper, as mentioned in the preceding paragraph, intercultural dialogue on campus is an example of dialogue within a society.

ISBN English version: 978-92-871-6503-9
ISBN French version: 978-92-871-6502-2

Available in English and French.

Contemporary societies are multicultural and Europe as a whole is multicultural. It was ever thus but the complexity is increasing as a consequence of mobility and migration. It is important to clarify the impact of this societal phenomenon on individuals who are potentially or actually pluricultural as a consequence of experiencing multicultural social life.

The threats to social cohesion which increased multiculturalism brings, have to be counter-acted by education for intercultural dialogue which depends on intercultural competence. Compulsory education is thus required to respond to this situation by developing learners' intercultural competence.

Available in English and French.

The writers of this study make an in-depth examination of all the interdependent factors which need to be taken into account in the devising and implementation of a language policy encouraging every learner to achieve an integrating communication competency spanning a large number of languages and cultures and encompassing not only general competences at different levels, but also balanced partial competences fostering receptive skills.

This study represented a stage in the process of developing a common European reference framework for the teaching and learning of languages. Its purpose was to establish a relationship between the concept of communicative competence, which has had something of a chequered life but is still fruitful, and the prospects of maintaining and promoting linguistic and cultural pluralism, which is both a recognised fact and a political issue in today's Europe and elsewhere. The concept of plurilingual and pluricultural competence fitted into this relationship.

Available in English and French.

The purpose of this text is basically to clarify the concepts of societal multilingualism and individual plurilingualism, in accordance with other texts of the Council of Europe, to describe the characteristics of plurilingual and intercultural education, to show that they are ordinary phenomena and to emphasise their necessity.

This text has been produced for the Platform of resources and references for plurilingual and intercultural education.

Available in English and French.

This text locates plurilingual and intercultural education within a rationale concerning the right to education. This involves a change of perspective insofar as schooling is here conceived as having in particular to allow all those engaged in it to exercise the rights to education they possess. Language education, defined here as plurilingual and intercultural, thus becomes that element of the process of education which puts languages in the service of a quality education and in relationship with the general aims of the school and the rights of learners.

The text first emphasises the transversal nature of language education, taking into account the linguistic repertoire of learners and the languages present in the school (language of schooling, and other languages whether taught or not) and their relationship to social uses outside school. It then addresses the relationship between the rights of learners and the different forms of language activity in the school.

Available in English and French.

The pointers for further work and reflection identified during the forum all lead to plurilingual and intercultural education, sensitive to the needs and abilities of all learners, and particularly those from the most vulnerable groups.

They are informed by the desire to secure the right to quality education. This key principle of the right to quality education forges a very strong link between quality and equity: equity requires the education offered to all to be of high quality; and the quality of such education can only be guaranteed by the constant pursuit of equity.

Available in English and French.

The quality of language teaching that we may rightfully expect must have an educational dimension and should not, as such, be judged solely on the basis of the efficacy of teaching methods or their conformity with norms and standards.

Teaching unfamiliar languages also has a part to play in personal development. This humanist perspective, the continuation of a long-standing cultural tradition in Europe, has now led to a teaching method we have come to call intercultural education, designed to allow learners to react thoughtfully when they come into contact with the various forms that otherness can take.

Available in English and French.

The aim of this collection of texts is to propose a number of specific measures member states can take to help adult migrants become acquainted with the language of the host country. The main focus is on organising language courses that meet migrants’ real communication needs.

It is not enough for authorities simply to consider the technical aspects of such courses, they should also design and conduct them in accordance with the fundamental values of the Council of Europe. A number of issues concerning the linguistic integration of adult migrants are presented here, beginning with the notion of linguistic integration itself. Family reunion, the nature of citizenship and the function of language tests, among others, are dealt with from the point of view of language and language use.

ISBN English version: 978-92-871-7871-8
ISBN French version: 978-92-871-7870-1

Available in English and French.

This handbook is a policy and working document which promotes convergence and coherence between the linguistic dimensions of various school subjects. It proposes measures to make explicit – in curricula, pedagogic material and teacher training – the specific linguistic norms and competences which learners must master in each school subject.

It also presents the learning modalities that should allow all learners, and in particular the most vulnerable among them, to benefit from diversified language-learning situations in order to develop their cognitive and linguistic capacities.

ISBN English version: 978-92-871-8232-6
ISBN French version: 978-92-871-8231-9

Available in English and French.

This Guide is intended to facilitate improved implementation of the values and principles of plurilingual and intercultural education in the teaching of all languages – foreign, regional or minority, classical, and language(s) of schooling.

Plurilingual and intercultural education is a response to the needs and requirements of quality education covering: acquisition of competences, knowledge, dispositions and attitudes, diversity of learning experiences, and construction of individual and collective cultural identities. Its aim is to make teaching more effective and increase the contribution it makes both to school success for the most vulnerable learners and to social cohesion.

ISBN English version: 978-92-871-8234-0
ISBN French version: 978-92-871-8233-3

Available in English - French - Italian and Slovakian.

This manual presents communicative and educational approaches and tools for youth and other human rights activists to develop their own counter and alternative narratives to hate speech.

It is designed for working with young people from the age of 13, and is based on the principles of human rights education and youth participation. Anyone can take action against speech. By providing insights into hate speech and human rights, and a methodology for producing counter narratives, We CAN! makes that action easier, more effective and positive.

The Council of Europe launched the No Hate Speech Movement campaign to mobilise young people for human rights online and to combat hate speech. Education plays a central role in the campaign. This manual complements Bookmarks - A manual for combating hate speech online through human rights education, also published by the Council of Europe.

ISBN English version: 978-92-871-8445-0
ISBN French version: 978-92-871-8460-3

Available in English and French.

These Global Education Guidelines are the result of a need expressed by Global Education Week practitioners to have a common tool to help educators to understand and implement global education.

The Global Education Guidelines are an initiative of the Global Education Programme of the North-South Centre of the Council of Europe, involving a team of practitioners from the North-South Centre Global Education Week Network.

Available in English - French - Albanian -  Arabic - Bulgarian - Croatian - Simplified Chinese - Traditionnal Chinese - Greek - German - Italian - Macedonian - Montenegrin - Polish - Portuguese - Russian -  Serbian - Slovenian - Spanish -  Turkish

This study provides an overview of the current situation in Europe regarding the use, implementation and impact of codes of conduct for school teachers.

It proposes an in-depth analysis of the content, policy framework, dissemination and impact of selected codes of conduct from several countries. The study assesses gaps and challenges but also proposes examples of good practice with a view to identifying guidelines and recommendations on ethical principles in education to be followed at European level.

ISBN English version: 978-92-871-8413-9
ISBN French version: 978-92-871-8417-7

Available in English and French.

This study focuses on academic integrity in higher education in six countries of South-Eastern Europe: Albania, Bosnia and Herzegovina, Croatia, Montenegro, Serbia and “the former Yugoslav Republic of Macedonia”^[1].

The results provide recommendations, examples of good practice and guidelines for policy makers and education professionals, with a specific focus on plagiarism and cheating in examinations. This work is published as part of the Council of Europe ETINED platform, which aims to foster the exchange of information and promote best practices on ethics, transparency and integrity in education.

^[1] “As of 12 February 2019, the official name of the country changed to North Macedonia”.

ISBN English version: 978-92-871-8482-5
ISBN French version: 978-92-871-8514-3

Available in English and French.

This publication reflects the discussions held at the 7th Session of the Prague Forum and provides strong evidence of the drive in Europe to promote high quality, corruption-free education based on common ethical principles.

Offering many national examples and good practice in this area, it also raises several issues relating to the ethical behaviour of all education players, academic integrity and plagiarism, and the problem of the recognition of qualifications obtained by distance and online learning. It also covers how ETINED came into being, how it has developed and how it is applied in various countries.

ISBN English version: 978-92-871-8308-8
ISBN French version: 978-92-871-8411-5

Available in English and French.

What are the ethical principles on which education policy in Europe today should be based? How can we achieve genuine ethics, transparency and integrity in schools and universities? What approach should be adopted to counter the various forms of corruption that affect the education sector at various levels?

This publication attempts to answer these questions, setting out the 14 ethical principles for education put forward by the Council of Europe Platform on Ethics, Transparency and Integrity in Education (ETINED), along with how they were developed and where they can be applied.

ISBN English version: 978-92-871-8310-1
ISBN French version: 978-92-871-8309-5

Available in English - French and Russian.

One of the special goals of the three year project “Learning and teaching about the history of Europe in the 20th century” was to produce teaching resources for secondary schools which would encourage both teachers and students to approach the events of the 20th century (and historical events in general) from a critical and analytical perspective, using the same skills and assessment criteria as historians. This involves, among other things, the understanding that no single version of history should be considered as final or correct.

Their speeches focused among others on the role of historical interpretation and memory in forming identity. The speakers almost unanimously stressed the importance of “looking back” and confronting the past, no matter how painful the process, if Europe was to continue to progress in human rights and democracy.

ISBN (English version): 92-871-4844-9
ISBN (French version): 92-871-4843-0

Available in English and French.