The Status of Human Rights at Vocational Schools

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The Status of Human Rights at Vocational Schools

• Summary of survey in partner countries

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Survey Brief

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

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Survey Scope
Germany
Italy

• 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..

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Survey Scope

• Spain

UK

• 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

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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

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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

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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

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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

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Conventional/Complementary
gtShadow Curriculum
Complementary Spec.
Article 29
Responsible actions
Conventional Spec.
Article 3
Health Safety
Article 23
Employt practices
Article 24
Working hours
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Pre-conditions to creating Relevance

• Teaching Team
• Well trained in the Shadow Curriculum
• Curriculum model to embrace the Shadow Curriculum
  concepts
• Suitable Learning Environments

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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

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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

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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

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Forms of Status in UK VET

• Human Rights as a mandatory element
• Human Rights as the core subject
• Human Rights as a theme

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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.

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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

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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)

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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

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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