Taking that research as its starting point, and creating new knowledge
over the course of five years of rigorous work, the research project
INCLUD-ED Strategies for inclusion and social cohesion in Europe from
education (2006-2011)2 aims to identify successful actions that
contribute to school success and social inclusion at the level of
compulsory education (pre-primary, primary, and secondary
education, including vocational and special education programmes
within regular schools) with a particular focus on five vulnerable
groups (women, youth, migrants, cultural groups and people with
This guide pretends to contribute to improving the educational situation of
Roma across Europe by engaging Roma parents more actively. To this end,
the project has created from a transnational perspective, a practical methodological guide to help professionals working on the ground to involve
Roma families in the educational processes of their children.
H.E.L.P., or Hip Hop Educational Literacy Program, is a series of supplemental reading workbooks designed to HELP students of all reading levels through the innovative usage of Hip Hop lyrics for critical analysis, multicultural relevance, and effective literacy instruction.
This book on the responsibility of higher education for a democratic culture is the 8th volume in the Council of Europe’s Higher Education series. It is the direct result of a Higher Education Forum held in June 2006 on the responsibility of higher education for citizenship, human rights and sustainability.
by Natalia Zinovyeva, Florentino Felgueroso, Pablo Vázquez
In this paper we assess the differences between immigrant and native pupils’ educational performance
in Spain using data from the Programme for International Student Assessment (PISA). We find that
immigrant pupils perform substantially worse than native pupils in all domains analyzed by PISA.
Around half of this gap can be attributed to the differences in observable parental socio-economic
characteristics. Between 4 and 20 % of the gap can be explained by schools’ fixed effects, which
capture mainly the existence of differences in the average parental education of peers across schools.
Immigrants tend to perform relatively worse in those areas where segregation is higher. Finally, we
observe that immigrants’ performance tends to improve the longer they stay in Spain.
Interculturalism, Society and Education contains contributions that explore comparative and international case studies ranging from accounts of educational problems impacting specific immigrant groups in Europe, socio-educational programs and projects in Africa and Asia, comparative analyses of "citizenship education" issues in selected countries, and a global overview of different patterns of the interculturalism-society-education nexus. This volume offers a sampling of the multiplicity of intercultural forms around the world, useful for policy-makers and educators across the spectrum of institutions and organizations that strive to open paths for positive intercultural exchange through education.
The content of this handbook is based on the proposals for educational activities that were developed by the teachers and trainers from Armenia, Azerbaijan, Georgia and Ukraine who took part in the project. The activities presented here cover a range of topics associated with intercultural education that correspond to some of the key elements and competences that the Council of Eu
Intercultural education, the claim of “interculturalizing” and “diversifying” both the school curriculum and the educational praxis in Western societies, does not mean that school and educational systems merely adapt to the “de facto multiculturalization” of these societies in reaction to migratory movements. Instead, multiculturalism is part of a broader and deeper process of re-defining and re-imagining the nation-state of European origin as well as the relations which articulate the state with contemporary society.
This article outlines some key policies and practices in relation to education in the
multilingual and multicultural context that is increasingly typical of schools in Ontario,
Canada. The article concludes with a brief discussion of the results in terms of educational
outcomes for immigrant students in Ontario.
Not by bread alone gathers essays on higher education, including some written especially for this book. They cover three key areas: the missions of higher education, public responsibility and qualifications. Together, these essays spell out a view of higher education as a key factor in developing modern societies built on the fundamental Council of Europe values of democracy, human rights and the rule of law. They also underline the key role of higher education in developing the ability of our societies to conduct intercultural dialogue.
This publication is aimed at all staff in teacher education institutions. It intends to raise discussion about how teacher education, particularly in-service training, can prepare student teachers to become reflective professionals responsive to diversity in schools and classrooms.
This fourth and final volume of the series of publications from the Council of Europe project Policies and Practices for Teaching Sociocultural Diversity (2006-09) includes case studies presented at the final conference held in Oslo (Norway) from 26 to 28 October 2009. These concrete examples illustrate the conditions of implementation and adaptation to national contexts of the "Framework of teacher competences for engaging with diversity", which is one of the final products of the project.
Rolf Gollob, Peter Krapf, Wiltrud Weidinger (editors)
EDC/HRE Volume IV: Taking part in democracy - Lesson plans for upper secondary level on democratic citizenship and human rights education (2010)
This is a manual for teachers in Education for Democratic Citizenship (EDC) and Human Rights Education (HRE), EDC/HRE textbook editors and curriculum developers. Nine teaching units of approximately four lessons each focus on key concepts of EDC/HRE. The lesson plans give step-by-step instructions and include student (...)
For the children of these immigrants, there is a high degree of commonality in their starting positions and in their outcomes, at least as of the moment when they leave the school system: They are the children of immigrant parents who have themselves very low levels of education, and they enter complex educational systems in economically advanced societies, where labor market position is determined largely by educational credentials and experiences.
"The Children of Immigrants in Schools" is a three-year research and fellowship program designed to improve our understanding of the role of educational institutions and policy in the integration of children of immigrants and to train a cohort of young scholars to conduct international comparative research.
This literature review considers the educational, social and cultural impacts of international students on domestic students, educational institutions and host communities. It was prepared for the Export Education Policy Project of the New Zealand Ministry of Education by Colleen Ward Victoria University of Wellington 2001.
This volume focuses on issues such as the learning, use and assessment of languages in education, the age factor, the teaching of English as an international language and multilingualism at the university, in educational contexts in which several languages are taught either as subjects or languages of instruction.