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The European commission recently published a report dealing with the state of citizenship education in schools in the 30 European countries of the Eurydice network.
The comparative study focuses on the different national approaches to citizenship education and examines whether a European or international dimension has been officially introduced in teaching in this area in schools. The study demonstrates that an elaborated approach in this area exists in the majority of European countries. Nevertheless, improvement in the training of those who teach citizenship and a more efficient promotion of the active participation of students in society in a large sense are unquestionably two essential challenges for future years.
We outline below some elements of the report regarding teacher training:
Firstly, it is observed that the majority of teachers are generalists. Secondly, teachers are, in the majority of countries, specialists who possess a qualification in one, two or three branches.
In primary schools, generalist teachers deal for the most part with material related to citizenship education while at the secondary level this education is entrusted to specialists, though not necessarily those whose specialization relates to this type of education.
It is underlined that in fact it is rare for countries to offer an initial formation to teachers engaged specifically in citizenship education. In the majority of cases, teachers specializing in social sciences, history, philosophy or moral education generally deal with the material.
With regard to the integration of citizenship education in teacher training, the study notes three approaches. This type of education can thus emphasize the acquisition of skills, take the form of a special programme or be offered only within the framework of continuing education.
Non-governmental organisations, and more particularly those who work in human rights, democracy and peace education, play a fundamental role in the distribution of teaching materials and practical advice to help teachers develop new approaches in their work on citizenship.
Nevertheless, to the extent that the large majority of teacher support is furnished within the framework of their professional continuing education, it is important to remember that their continuing education is organized in different ways. Access to different training programmes can’t be automatic in that financial and organisational obstacles can prevent teachers from participating.
Source:
Eurydice. (2005). « L’éducation à la citoyenneté à l’école en Europe »
http://www.eurydice.org/Documents/citizenship/fr/FrameSet.htm
Image :Logo du reseau Eurydice
http://eacea.ec.europa.eu/education/eurydice/index_fr.php
