Olena Pchilka Kovel City Lyceum

Address: Nezalezhnosti street 19, Kovel, Volynska region, 45000

Country: Ukraine

 School website


Project: Student Council President Elections

 

Working language during the project:

  • Ukrainian
     

Themes of the Council of Europe campaign “FREE to SPEAK, SAFE to LEARN - Democratic Schools for All” covered:

  • Making children’s and students’ voices heard
  • Improving well-being at school
  • Developing democratic school environment
     

Competences from the Reference Framework of Competences for Democratic Culture (CDC) addressed and where / how they were integrated:

  • Value democracy, justice, fairness, equality and the rule of law
  • Respect
  • Civic-mindedness
  • Knowledge and critical understanding of the world: politics, law, human rights, culture, cultures, religions, history, media, economies, environment, sustainability
  • Conflict resolution skills

Preparing for the Student Council President Elections students learn about and gain understanding on the topics of laws and rules, the democratic process, the voting system, the media, human rights. Students are given the opportunity to experience the values and principles of the democratic process in action: they participate in shared governance where they may put civic education and democracy into action, develop an awareness of good leadership qualities. These include critical thinking, analysing information, expressing opinions, taking part in discussions and presidential debates, negotiating, conflict resolution and participating in the electoral campaigns. Students increase their knowledge of political efficacy, campaign strategies and gain an understanding of the democratic process. In this way they become confident, tolerant, open and courageous to defend their point of view. Students reflect on and assert the power and decision-making processes in their school and government.

  • Linguistic, communicative, and plurilingual skills,
  • Knowledge and critical understanding of language and communication
  • Skills of listening and observing

Developing campaign strategies, preparing campaign materials, students create posters, flyers, posters, notices, banners, emails, e-board announcements, forums and web pages to conduct their electoral campaigns. Participating in these activities they develop their linguistic and communicative skills, learn to use sound judgment to make good decisions based on information gathered and analysed. Students learn to listen actively to others, work with and stand up for others, organise and deliver information appropriately, consider all pertinent facts and alternatives before deciding on the most appropriate action, regulate and control their emotions. They learn to express their ideas effectively in such activities as presentations, meetings, negotiations, debates. Students learn to use appropriate language schemes when they take part in presidential debates.

  • Cooperation, communication, responsibility, leadership, citizenship

Organizing a central election commission, discussing details of how to run the elections, election rules, posting policy and campaign plans, students take personal responsibility for task performance, developing a spirit of solidarity with others. They learn to complete a task in a timely and consistent manner. They learn to cooperate in building a team, working together, sharing tasks, being responsible for certain issues and supporting others. Working well in a team, students show their respect and empathy to others and have the maturity to realise that no activity is a stand-alone activity. Being engaged in discussions students develop their communication skills, learn to solve problems. They learn to take responsible decisions in choosing a candidate to vote for.
 

Target group age range:

  • 11 -15  and
  • 15 - 19
     

Level of education:

  • Lower secondary education
  • Upper secondary education

Short description of the project:

The project focuses on active citizenship, human rights, awareness of good leadership qualities, of human relations, of power structures and of how to operate effectively within them. Student government would not exist without students who are interested in providing input on institutional issues and serving as representatives of the student body.

The election process is still one of the primary means for students to begin their political participation and gain an understanding of the democratic process. Involvement in shared governance at the school level begins with participation in student government elections. Every student at Kovel City Gymnasium is eligible to vote for the Student Council President. It is important that students understand the voting system to be used and it is advisable to raise any specific questions with management before the elections are held.

The project includes three stages. At the first stage (October, two weeks), students organise a Central election commission, the members of which discuss details of how to run the elections, election rules, posting policy, campaign plan. All candidates register for the 2019 Student Council Election President and conform to the campaign rules as they are expected to, be familiar with the school policies and regulations. To be placed on the official ballot, all candidates must submit their completed petitions to the office of the Central election commission for Student involvement no later than 4pm on Thursday,22 October. During the pre-election marathon, campaigns play an enormous role.

At the second practical stage (November, 3-4 weeks), the members of the central office compile and publish a list of voters (in order to vote in an election everyone must be registered to vote), registered candidates ask other students to help with a candidate's campaign, meet with a group of students or use school website to develop campaign strategies, prepare campaign materials, print posters, create social media pages and create a Facebook page for campaigning, conducting presidential debates. Candidates are allowed to use flyers, posters, notices, banners, emails, e-board announcements, forums and web pages to conduct their electoral campaigns.

Their campaigns are organised for the purpose of promoting their respective candidates and the values for which they stand. All school members can vote for the candidates and each member has one vote per position. Voting takes place on 7 December 2019 (a Day of local government).

At the third stage the results of the elections are verified and announced by the members of the Central election commission. The Inaugural Ceremony of the Students’ Council president is held on 19 December 2019 (a Day of Gymnasium) in the assembly hall. The student Council President takes the oath during the ceremony and presents her/his speech during the Election Day assembly. S/he talks about the importance of the council body and assures that many more programmes will be conducted under her/his leadership to the utmost satisfaction of the school. The School’s Principal in her presidential remarks congratulates the outgoing student council president, expresses her wishes for the upcoming Student council president and his team to shoulder the responsibilities with human values, to make the best use of the council body, organise variety of programmes and develop leadership qualities.

The newly elected candidate begins working with the current Student Council leaders and attending their meetings to become familiar with the general Student Council procedures and the current projects.
 

Aims/objectives

  • Create citizens who value civic duty and understand the importance of engaging in political activity;
  • Provide students with opportunities to participate in shared governance where they may put civic education and democracy into action;
  • Promote fairness, equality of opportunity, and justice for all students;
  • Develop student potential and encourage them to make a well-informed, honest, interested and active citizenship;
  • Develop not only leadership abilities within the youth of today, but also leadership for the community, state and nation of tomorrow. In this process, it is also the objective to develop an awareness of good leadership qualities, hopefully, for a more informed, concerned and active citizenry of tomorrow;
  • Increase student involvement and school pride;
  • Provide a living workshop of democratic processes, through such activities as elections and participation in a constitutional representative assembly;
  • Contribute to the educational experiences of students by providing them with a positive involvement in the school, with widened areas of responsibilities and with more direct participation in organising and implementing activities.
     

Expected results/outcomes

This increases students’ sense of political efficacy, the belief that their political participation is worthwhile. Through engaging in student government elections as candidates, students are more likely to participate actively in civic and political life as adults.
 

Changes

  • Students who devote time and energy into their school experience through active engagement in their academic pursuits and participation in extra-curricular activities tend to take initiative, persist at school and enjoy higher levels of achievement.
  • Students who run for political office in school elections feel empowered to make decisions in the school setting and begin to understand their power to affect change within their own political environments in the future.
  • Students have become aware of their own potentials in making differences to their society.
  • Students develop a sincere regard for law and order appropriate to this democratic society.
     

Challenges you faced

There is little known about the experiences of candidates in student government elections or the students’ perceptions of the election process.

Young adults have limited knowledge of the impact of civic engagement and less confidence in collective actions, such as voting.
 

Time-frame of the project:

October 2019 – December 2019
 

Council of Europe materials on citizenship and human rights education used while preparing or implementing your practice:

  • Reference Framework of Competences for Democratic Culture
  • Living Democracy-manuals for teachers
  • Democratic governance of schools
  • Addressing violence in schools through EDC/HRE
  • All Different – All Equal
  • Compass
  • Compasito
  • We CAN!
  • Human Rights and Democracy Start with Us – Charter for All
  • Freedom(s) - Learning activities for secondary schools on the case law of the European Court of Human Rights
  • How all Teachers Can Support EDC/HRE: A Framework for the Development of Competences
  • Multimedia Material (ex. video “Beat Bullying”, series of cartoons “Democracy and Human Rights at School”, video “Corporal punishment at school: how two parents decided to change things”)

Video EPAL Korydallou

Epal Korydallou

Address: Karaoli and Dimitriou Street 70, Korydallos, 18122

Country: Greece


Project: Digital Resistance

Working language during the project:

English, Greek
 

Themes of the Council of Europe campaign “FREE to SPEAK, SAFE to LEARN - Democratic Schools for All” covered:

Making children's and students' voices heard

 Addressing controversial issues

 Dealing with propaganda, misinformation and fake news
 

Competences from the Reference Framework of Competences for Democratic Culture (CDC) addressed and where / how they were integrated:

Knowledge and critical understanding of the world: politics, law, human rights, culture, cultures, religions, history, media, economies, environment, sustainability

Co-operation skills

Valuing democracy, justice, fairness, equality and the rule of law
 

Target group age range:

15 - 19
 

Level of education:

 Upper secondary education


Short description of the project:

Aims/objectives

 The project is called “Digital Resistance” and focuses on the necessity of teaching students how to protect themselves against digital “dangers”, especially fake news and misinformation and also how to create a responsible digital identity.

This program’s goal was to create a handbook for the teachers so as to apply new teaching strategies based on enquiry-based learning techniques and problem orientated tasks to enhance their students’ critical thinking skills and make them responsible digital citizens. Epal Korydallou contributed to the digital handbook for teachers by writing Chapter 4 entitled ‘Creation of a Digital Output’, aiming at providing both teachers and students with some basic guidelines on creating a variety of digital outputs after their work on deconstructing fake news using online fact checking tools in the classroom. Also, Epal Korydallou, on the basis of the teaching models provided in the handbook, created a teacher’s dossier with digital examples for deconstructing specific fake news on current affairs and lessons plans in Greek as a framework for the teacher’s training sessions that were conducted before the implementation of the project in the associated schools.

Students working in teams created several outputs varying from more classical forms such as powerpoint presentations, posters, leaflets, comics and videos, to more original ones such as small workshop campaigns on spreading out news to the school community, a graffiti in the schoolyard and a theatrical Karagiozis shadow puppet show, all inspired by their work on fake news and misinformation issues.

Last but not least, Epal Korydallou created a website (www.digi-res.eu) that hosted the activities and the collective work of all partners in the project, and an Instagram account #nofake.gr so as to initiate students to share their work with their peers in other EU countries where the project was implemented.

Aim: Supporting media and information literacy against "fake news" connected to indoctrination and discrimination

Objectives:

  • Promoting digital citizenship
  • Bringing the topic of «fake news» in classrooms
  • Sharing perspectives on «fake news»

 

Expected results/outcomes

  • Constructing a project website
  • Dissemination events / visibility objects to teachers, students and stakeholders
  • Teachers’ training using the learning methodology developed in the Digital Handbook providing with a Teacher Dossier/additional material / lesson plans
  • Dissemination of the handbook translated into the mother tongue to schools
     

Changes

  • Responsible use of social media
  • Develop critical thinking and digital skills
  • Strengthen democratic culture
  • Become a responsible digital citizen
     

Challenges you faced

  • Students’ resistance to adopt new attitudes towards digital identity
  • The topic of fake news was not incorporated into the curriculum, so the implementation time was limited and often the students involved had to spend extra-curricular time in school.
     

Time-frame of the project: 2018-2019
 

Council of Europe materials on citizenship and human rights education used while preparing or implementing your practice:

Reference Framework of Competences for Democratic Culture

Managing controversy

 Teaching controversial issues - training pack


Video CEIP Manuel Foguet

Video Prosocial week Lithuania

Timetable

Calendrier

Novembre 2017 - Novembre 2018:
 Phase de préparation


Novembre 2018 – Juillet 2022:
 Phase de mise en oeuvre


Juin 2022 – Novembre 2022:
 Phase d'évaluation


About the campaign

Video Students' Voices - School Gornya Ragdona in Slovenia

Primary school Osnovna Šola Gornja Radgona

Address: Prežihova 1, 9250 Gornja Radgona

Country: Slovenia

 School website


Project: "Students writing their own school constitution"

 Working language during the project:

  • Slovenian
     

 Themes of the Council of Europe campaign “FREE to SPEAK, SAFE to LEARN - Democratic Schools for All” covered:

  • Making children’s and students’ voices heard
  • Improving well-being at school

 Competences from the Reference Framework of Competences for Democratic Culture (CDC) addressed and where / how they were integrated:

  • Knowledge and critical understanding of the world: politics, law, human rights
    • Through the process of writing their class or school constitution, students learn about the content of a constitution, its meaning for citizens, and its role in a democracy.
  • Valuing democracy
    • Through the process of writing their class or school constitution, students learn about valuing democracy and put into action those key principles of democracy that establish rules for life in a democratic society. By doing so, they develop a better understanding of the role of the Constitution for creating and sustaining democracy, increase their competences in democratic decision-making.

 Target group age range:

  • 11 - 15

 Level of education:

  • Primary education
  • Lower secondary education

Short description of the project:

Citizens do not always fully understand the meaning and role of the state’s constitution -- one of the key elements of democracy -- because they don’t recognize it as a summary of founding principles, rules and values of democracy, which regulates the functioning of a democratic state and the life of its citizens. It is a founding document in which citizens can learn about their rights, the state structure and functioning, constitutionality and laws, etc. To address this problem, we motivated the students and teachers of our primary school to write a constitution for their class or school.

In order to present and simplify more complex articles in the constitution, we used an illustrated version of a constitution: Constitution in Comics. The main characters, Miha and Maja, present selected articles of the state constitution in a clear and simple way, through examples using everyday situations. During this stage, students learn about the structure and functioning of the government, human rights, basic principles of the democratic decision-making process… They gain an insight into the content, complexity and importance of the document for a democratic State.

In the next step, students compared elements of the State Constitution with procedures used in the school. In this activity, the teacher used questions to direct students to compare and contrast State structure and school structure, State symbols and school symbols, the national anthem and school anthem, the official language of the State and of the school, children's (students') rights and responsibilities, laws in the State and rules in the school, and procedures to change the State Constitution and school Constitution. This activity helped students identify the key elements that should be included in their own class or school Constitution.

During the next activity, students studied documents about Slovenian laws that regulate the Constitution, as well as articles on education that were discussed in the previous activity. Teachers guided students and, when needed, helped them search for corresponding documents (acts and rules on education, school rules, The Universal Declaration of Human Rights, Convention on the Rights of the Child, Act on Founding the School Institution, rules on students' rights and obligations in primary school, a syllabus for the subject of citizen and homeland education and ethics, etc.).

For the next activity, students were divided into working groups. During this time, the working groups narrowed their study to just one field or one clause of the constitution, choosing from general articles, human rights, state structure, constitutionality and lawfulness, or constitutional changes. They read once more the selected articles from the State Constitution and studied the documents that regulate these topics in the school process. They suggested and prepared articles for their class or school constitution. In this activity, the teacher reminded students to bear in mind that their articles had to be based on democratic principles, that they should be aligned with human and children's rights, and that they should be applied equally to all students. Working groups drafted the articles and sent them to the whole project group for adoption.

The draft articles were then revised by all project participants, who had the opportunity to suggest and discuss possible changes. Finally, they voted on the articles. If the majority of the present students voted for the article, it was adopted. The article could be rejected with the possibility to amend it by sending it back to the working group, after which it could be resubmitted for approval. At this stage, the objective was for students to learn and put into practice the key principles of democracy by setting up democratic rules or articles for the group, while modelling democracy during the exercise. They also realized the need to establish the rules one needs for life in a democratic society.

Next, the group wrote the preamble to the Constitution. The students read the preamble as a group, discussed it with the teacher, and learned about the meaning of its content. On the basis of what they read and the discussion, the group prepared a draft of the preamble, in which they stated reasons for writing the school or class constitution and listed its authors.

During the final step, students made decisions about the articles that were previously rejected, rewritten by the group and then sent back for approval. At that point, the class Constitution came into force as an internal document valid for all participants of the school process.
 

 Aims/objectives

  • Through the process of writing their class or school Constitution, students learn about the content of a Constitution, its meaning for citizens, and its role in a democracy.
  • They also learn about and put into action those key principles of democracy that establish rules for life in a democratic society.
     

 Expected results/outcomes

  • Students develop a better understanding of the importance of a State Constitution in creating and sustaining democracy, increase their competences in democratic decision-making, and realise the importance of including human rights in the document.
     

 Changes

  • The final school Constitution was the result of a project through which students, teachers, parents and representatives of the local community could search for information about general provisions of the school, school rules, students' rights and obligations, rights and obligations of other participants in school processes, and the school structure. The impact of the project and the school Constitution was positive. All participants of the school process accepted the Constitution.

  • The evaluation of the project was carried out in a survey. Project participants and users of the constitution evaluated the content’s appropriateness, everyday usage and role in developing education for democratic citizenship and human rights. The evaluation of the survey showed that the important articles – which were included in the school constitution – are easier to use when they can be found in just one document, as opposed to many different documents. 82% of the student respondents consider the school constitution as very useful in everyday school life. The evaluation can be further carried out on a daily basis by observing the students' behaviour in relation to their promotion of democratic values and human rights, insofar as they live by the articles and values they included in the school Constitution.
     

 Challenges you face(d)

  • At the time of writing the constitution, we faced several challenges and barriers. One of the challenges was to present the complex content of the State Constitution, its meaning, and its role to students of this age group. Fortunately, not long before the project, an illustrated State Constitution was published, which made it much easier for students to relate to the document. Students explored the role and meaning of the State Constitution through the process of writing their own Constitution and by accepting and promoting the rules and principles upon which the documents are founded.

  • Another challenge was the need to focus only on the most important documents, among the many that regulate school processes, and to search for possible connections with the State Constitution. At this stage, students needed to be motivated to tackle the large number of documents and information. It was a challenge to incorporate a variety of ways to write and approve articles on democratic principles, since through the very process of writing the constitution, the students developed and internalized the principles and values.

  • Composing the text of the constitution regarding children's (students') rights was also a challenge because the students did not fully understand the importance of ensuring equal rights for all. By focusing on their rights, the students often forgot the imminent connection of their rights to their duties. It was necessary to explain and present the history and content of the most important international documents in relation to human and children’s rights. The aim is to learn the importance of the documents and enable subsequent acceptance of human and children's rights, not only for their own benefit but the benefit of the whole group.
     

 Time-frame of the project:

  • One school year
     

 Council of Europe materials on citizenship and human rights education used while preparing or implementing your practice:

  • Living Democracy - manuals for teachers
  • Democratic governance of schools
  • Compass
  • Compasito
  • Human Rights and Democracy Start with Us – Charter for All

Technical School, Center for Adult Education - Additional material 1

Video Human rights at school during the pandemic School João da Rosa

Video project Student Council President Election

Video A deal makes a better school

Video Let's connect - Slovenia

Cela ne prend que 10 minutes ! Enquête en ligne de l'UNESCO et du Conseil de l'Europe : La voix des élèves pendant la pandémie

Partagez vos expériences et participez à la conférence conjointe du 23-25 novembre 2020
Date d'expiration de cette enquête : 13 septembre 2020
Strasbourg 7 July 2020
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Cela ne prend que 10 minutes ! Enquête en ligne de l'UNESCO et du Conseil de l'Europe : La voix des élèves pendant la pandémie

La pandémie COVID-19 a mis à rude épreuve les étudiants, les enseignants et le système éducatif. Une partie de l'identification de l'impact de la pandémie consiste à comprendre comment la participation des élèves, ou la "voix des élèves", a été affectée. La voix des élèves peut varier de la simple expression de soi à un rôle de premier plan dans certains aspects de la vie scolaire.

C'est dans cette optique que l'UNESCO et le Conseil de l'Europe ont mis au point une enquête, dans le cadre d'une coopération plus large, afin de mieux comprendre certains des effets de la pandémie COVID-19 sur la voix des élèves.

Cette enquête en ligne s'adresse aux enseignants du secondaire d'Europe, du Moyen-Orient et d'Afrique du Nord. Disponible en anglais, en français et en arabe, cette enquête ne prendra qu'une dizaine de minutes à remplir. Ainsi, si vous êtes enseignant dans une école secondaire des régions susmentionnées, c'est l'occasion pour vous de donner votre avis et de partager vos expériences en cliquant ici

Les résultats de cette enquête alimenteront le contenu d'une conférence conjointe qui sera organisée en coopération entre l'UNESCO et le Conseil de l'Europe du 23 au 25 novembre 2020 sous le titre : "De la voix des étudiants à la participation civique active" : Le rôle des écoles à l'ère numérique" .

Les enseignants qui participent à cette enquête seront également invités à participer à la conférence en ligne. Certains projets scolaires pourraient être sélectionnés pour être présentés lors de la conférence.


Past events

Conférence sur l'Education à la Démocratie sous la présidence allemande du CM

En ligne 15-16 avril 2021
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Crédits : iStock

Crédits : iStock

Les 15 et 16 avril 2021, des éducateurs de toute l'Europe se sont réunis en ligne pour discuter de "L'Education à la Démocratie dans les écoles : Appliquer le Cadre de référence des compétences pour une culture de la démocratie". Le Conseil de l'Europe et le Pädagogisches Landesinstitut Rheinland-Pfalz ont organisé cette conférence dans le cadre de la présidence allemande du Comité des Ministres du Conseil de l'Europe.

Pour la première fois depuis son lancement en 2018, des hauts fonctionnaires des ministères de l'Éducation et des institutions connexes des 50 États parties à la Convention culturelle européenne se sont réunis pour discuter de la mise en œuvre du Cadre de référence des compétences pour une culture de la démocratie (RFCDC). Dans la matinée du 15 avril, des hauts fonctionnaires ont fait le point sur la mise en œuvre du RFCDC et ont échangé des informations sur le travail que leurs institutions entreprennent pour renforcer la culture de la démocratie au niveau scolaire.

Dans la partie experte de la conférence, l'EPAN et d'autres experts et praticiens de l'éducation ont discuté des dynamiques, des défis et des besoins émergents liés au renforcement de la culture de la démocratie dans et par l'éducation. Les écoles du réseau des écoles démocratiques ont contribué aux discussions en partageant leurs expériences. La réunion a également examiné le rôle de la formation initiale et continue des enseignants aux niveaux national et régional dans la mise en œuvre du Cadre de référence des compétences pour une culture de la démocratie (RFCDC).

 

Pour plus d'informations, veuillez vous référer aux documents de la conférence (disponibles en anglais uniquement):

 Note d'information

 Programme

 Liste des participants


Join the Democratic Schools Network

Pour rejoindre le Réseau des écoles démocratiques du Conseil de l’Europe, les écoles doivent remplir les conditions suivantes :

 

  • Souscrire à l’Engagement des écoles démocratiques du Conseil de l’Europe.
  • Fournir au Conseil de l’Europe des informations sur leurs activités qui sont en lien avec l’un des six thèmes du projet « S’exprimer en toute liberté – Apprendre en toute sécurité », sur les matériels élaborés par le Conseil de l’Europe qu’elles utilisent (accessibles en ligne) et sur les compétences du CRCCD ciblées par leurs activités en remplissant le formulaire.
  • Viser en permanence l’établissement de leurs règlements et règles de vie, y compris s’engager à respecter et promouvoir les valeurs et les principes démocratiques, tels que la participation active des membres de la communauté éducative (en particulier les enseignants, les élèves et les parents) en veillant à ce que les décisions prises dans la pratique quotidienne prennent en compte et respectent les opinions des personnes qu’elles concernent.
  • Utiliser systématiquement la liste des critères du Réseau des écoles démocratiques fournie par le Conseil de l’Europe, dûment adaptée aux priorités de l’école qui l’applique, la partage avec les membres de la communauté éducative et organise de temps à autre des activités de sensibilisation et de communication.
  • Partager des informations et échanger des expériences avec d’autres écoles sur les pratiques et les activités en lien avec la liste des critères du Réseau des écoles démocratiques.

Guide - Online activities at school level

Activités en ligne au niveau de l’école

 

« Que penses-tu de ton école ? »

Il est possible de créer un questionnaire en ligne, à partir de la liste des critères du Réseau des écoles démocratiques, qui serait adapté aux objectifs et aux priorités de chaque école. Un petit groupe d’enseignants et d’élèves volontaires sera chargé d’élaborer le questionnaire et tous les élèves de l’école seront invités à y répondre en ligne de manière anonyme. Il conviendra de formuler des questions d’une manière adaptée aux élèves, en fonction de leur âge, et de renvoyer aux problématiques et aux difficultés rencontrées par l’école. Un questionnaire séparé pourra être adressé aux parents. Les résultats seront compilés et analysés par le groupe chargé de créer le questionnaire, puis diffusés à l’ensemble de la communauté éducative.
 

« Pouvons-nous y arriver ? » ou « Les efforts que nous faisons sont-ils suffisants ? »

Cette activité propose l’organisation de débats en ligne sur des difficultés majeures rencontrées par une école ou une partie de celle-ci. Chaque école est libre d’organiser le débat à sa manière. Peuvent participer les élèves et les enseignants de certaines classes ou ceux de l’ensemble de l’école, selon sa taille. Le débat peut porter sur des difficultés déjà rencontrées par l’école (il s’agira alors d’évaluer les efforts déjà entrepris) ou sur de nouveaux défis à relever (il s’agira alors de planifier des réponses et des actions).

La procédure se compose de trois phases :

  • a) une phase de préparation (après avoir confié des responsabilités à un groupe d’élèves et d’enseignants qui vont élaborer le contenu et la méthodologie du débat) ;
  • b) une phase de mise en œuvre ; et
  • c) une phase d’évaluation.

La phase de mise en œuvre inclura l’introduction au débat par les coordinateurs, la présentation des thèmes, la répartition des participants en petits groupes de discussion, la présentation des propositions des groupes et d’éventuelles procédures de vote électronique à la fin. Dans les établissements d’enseignement secondaire, il est suggéré de répartir les responsabilités organisationnelles entre les élèves, y compris celles de modérateur, de chronométreur et de secrétaire.
 

« Nous avons une idée ! »

Des groupes d’élèves élaborent des idées sur des difficultés particulières auxquelles l’école est ou a été confrontée. Les autorités scolaires, en collaboration avec les représentants des élèves, choisissent une problématique (en lien, par exemple, avec les méthodologies d’enseignement et d’apprentissage, des ateliers créatifs, le développement d’aptitudes ou de compétences particulières, l’organisation d’une fête ou d’actions de solidarité, etc.). Des groupes d’élèves se constituent sur la base du volontariat pour préparer et présenter leurs idées dans une courte vidéo, une présentation PowerPoint ou d’une autre manière de leur choix. Il conviendra de déterminer la durée des interventions (trois minutes par exemple), le temps pour répondre à d’éventuelles questions et la durée de la discussion sur l’idée proposée (dix minutes, par exemple). Les idées seront ensuite présentées en ligne. Les enseignants et les élèves des classes concernées ou de l’ensemble de l’école seront invités à assister et à participer à la discussion. Le comité de coordination de l’activité (comprenant notamment plusieurs étudiants) sera chargé de résumer les propositions et les réactions puis de diffuser son rapport à l’école dans son ensemble.


Guide - Online activities at class level

Activités en ligne au niveau de la classe

« Réunion de classe »

Avant l’assemblée/la réunion, l’enseignant s’assure que la plateforme utilisée permet aux élèves de travailler en groupes (dans des espaces de discussion) et d’organiser des sondages/un scrutin. L’enseignant communique avec le conseil des élèves ou l’ensemble de la classe pour décider des sujets à aborder, qui doivent être aussi simples et concis que possible. Tous les élèves de la classe doivent définir des règles de respect mutuel à appliquer pendant les discussions qui se tiendront lors de l’assemblée et s’engager à les respecter. Ils conviennent aussi que les propos tenus lors de l’assemblée doivent rester confidentiels, hormis les décisions à mettre en œuvre et qu’à l’exception des participants, seules les personnes invitées dans un but précis pourront assister à la réunion.

L’enseignant ouvre l’assemblée en introduisant le début du processus et les participants, puis présente un court jeu « pour s’échauffer », qui permet à chaque participant d’intervenir. Trois élèves volontaires sont invités à coordonner l’assemblée : un modérateur de la discussion, un chronométreur et un secrétaire. Les sujets sont présentés et la classe est répartie en groupes aléatoires de 4 ou 5 participants, au sein desquels ils tiennent une discussion et élaborent des propositions pendant 10 à 15 minutes. Une fois le temps écoulé, une personne de chaque groupe se charge de présenter brièvement les idées et les propositions de son groupe. Le modérateur ainsi que le chronométreur aident les représentants des groupes à présenter leurs résumés et donne la parole aux étudiants qui souhaitent demander des précisions aux représentants. S’ensuit un échange d’opinions où les participants intéressés peuvent exprimer leurs opinions.

Lorsque le temps de discussion est fini, conformément au plan original, le secrétaire d’assemblée résume les opinions et les propositions qui ont été présentées. Si la classe doit prendre une décision, il est procédé à un vote à main levée ou à bulletin secret. À l’issue du vote, la classe décide des tâches à réaliser afin de mettre en œuvre les décisions et d’en assurer le suivi. Les dernières minutes de l’assemblée sont consacrées à l’évaluation, avec quelques mots à l’oral ou par écrit dans l’espace de discussion. Les élèves sont encouragés à s’exprimer de manière positive et à féliciter leurs camarades pour des réalisations spécifiques. L’assemblée se clôture avec la planification de sa prochaine réunion
 

Le « jeu du trésor »

Les enseignants peuvent convenir avec leurs élèves d’organiser une série d’activités sous forme de « jeu du trésor ». La classe est répartie en petits groupes (de quatre ou cinq élèves) et chaque groupe choisit un nom. Les élèves discutent et se mettent d’accord sur des sujets d’intérêt commun qu’ils souhaitent aborder ensemble ainsi qu’un nombre d’activités à faire. Il est possible d’organiser une discussion au sein de la classe pour déterminer les questions traitées lors du jeu. Ces questions peuvent concerner les droits, les problèmes, les aptitudes et les compétences des élèves, ainsi que les procédures, les fonctions et les pratiques de l’école qui sont liées à son caractère démocratique.

Chaque activité/mission peut prendre différentes formes, et notamment les suivantes :

  • une enquête ;
  • un entretien ;
  • un questionnaire ;
  • un enregistrement ;
  • une publication et une réaction sur les réseaux sociaux ;
  • un mime ;
  • une composition créative ;
  • une vidéo ;
  • une chanson ;
  • une photo ;
  • un dessin ou une peinture ;
  • une histoire courte.

La classe peut définir un système de récompense pour chaque mission, grâce auquel les groupes collecteront des points. Les participants peuvent aussi décider du prix pour le gagnant, qui doit être modeste pour que les équipes ne cherchent pas à être compétitrices mais plutôt complémentaires. Au bout d’un certain délai convenu au préalable, l’enseignant annonce une nouvelle activité/mission et les points accordés pour l’activité précédente. Le jeu du trésor se termine par une discussion sur les bénéfices qu’aura tiré la classe de cette expérience et un moment festif, pour que chaque participant soit satisfait et ait l’impression d’être gagnant.