The Status of Human Rights at Vocational Schools Summary of survey in partner countries

Survey Brief Brief: To search for Human Rights and related topics in technical vocational education and training courses (TVET)

Survey Scope Natural Sciences Metal Technology Technological Systems Building Technology Painters & Varnishers Glaziers Digital & Print Media Electronic Power Production Health and Safety at Work Place Also: Problem Solving Conceptual Maps….. GermanyItaly

Survey Scope Agricultural Work Woodcraft/Furniture Food Industry Chemistry Vehicle Maintenance IT “Soft” Skills Mechanical Engineering Electronic Engineering Electrical Engineering Built Environment Motor Vehicle Repair Public Services Spain UK

Survey Scope: Complementary (“Soft”) Objectives Resolve problems Organise work Responsible for work Work in teams Interpersonal relations Analyse Interpret information Manage quality Present work results Communicate with customers

Survey Scope: Aspirational Statements - Germany Regional Government of Cologne: Vocational education must pursue a double objective: The support of the development of a personality with social responsibility and the qualification for an occupation

Broad Conclusions The scan of technical curriculum revealed few explicit links and references to Human Rights Spain and Italy reveal indirect links, which are rather related to work issues Germany and the UK show a slightly better situation

Broad Conclusions In individual cases it was possible to identify direct to the Universal Declaration of Human Rights Though clear-cut links to technology are still missing But by implication there are more direct links than appears superficially Therefore considerable scope to promote the “Shadow Curriculum”

Conventional/Complementary Responsible actions Conventional Spec. Complementary Spec. Article 29 >Shadow Curriculum Health & Safety Employt practices Working hours Article 3 Article 23 Article 24

Pre-conditions to creating Relevance Teaching Team Well trained in the Shadow Curriculum Curriculum model to embrace the Shadow Curriculum concepts Suitable Learning Environments

Status of Human Rights in UK Vocational Education: Predicated on Relevance Integrated modular curriculum Interpreted by teachers to meet local needs Frequent time table amendments Scope for basic & soft complementary skills Course teams and staff development

UK Qualification Approval Process NVQ Structure: 4 Levels of Competence Qualifications approved by Government Agencies Extensive consultation and research Curriculum is published:-Consisting of List of Competencies; Knowledge requirements Curriculum Themes: Health and Safety, Basic Skills, Sustainability topics, Equal Opportunities... “HUMAN RIGHTS”

Consideration of four critical influences 1) Curriculum Specification Do the elements make direct reference to Human Rights? 2) Pedagogic skills and routines of the teaching team, especially the Human Rights Ambassador 3) Learning Environment 4) Curriculum Model

Forms of Status in UK VET Human Rights as a mandatory element Human Rights as the core subject Human Rights as a theme

Human Rights as a Mandatory Element Government Declaration: All apprentices must study Employment Responsibilities & Rights (ERR) Example: Anti-discrimination & EO Bullying: excessive criticism, public insults, setting unrealistic targets, undervalued Actions: keep diary, formal grievance, seek medical/legal advice…….

Human Rights as a Core Subject: Public Services Course Universal Declaration of HR Regional Agreements Statute of the International Criminal Court EU Fundamental Rights Charter The New Rights: personal data, social health, born healthy, working conditions

Human Rights as a Core Theme: City & Guilds “ We are committed to giving everyone who wants to gain a qualification a qualification an equal opportunity inline with UK legislation and EU directives…” “ Work towards removing all practice and procedures that discriminate unfairly D directly or indirectly)”

Human Rights in Staff Development OUTCOMES Recognise the relevance of HR issues Discuss the UDHR and ECHR Explain the significance of the HRA 1998 Identify relevant learning situations ASSESSMENT Criteria Identify HRs issues in learning situations Discuss the history of the main articles in UDUR & ECHR Recognise the effects of 3 HRA 1998 Analyse specific learning situation examples Contribute to further examples

Assertions Learning ought to be an emancipating process Accepting this assertion it is therefore inevitable that human rights practices will form part of vocational education courses For those engaged in education the endeavour is to design in opportunities to expose students to their own human rights responsibilities Developing & sustaining human rights in the learning process requires unobtrusive intervention strategies through creative curricular structures