This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Towards the Recognition of
Non-discrimination Principles at School
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Case Studies
60 case studies identified through Europe focusing on intercultural issues, integration, non-discrimination values and human rights at school
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Best Practices
12 best practices have been identified throughout Europe on intercultural competences and human rights at school
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Reports
6 reports presenting the main findings related to the survey on human rights and intercultural issues carried out in the partners' countries
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Factual Background
Guidelines on the challenges encountered by secondary school teachers in managing multicultural classes
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Teachers in a Multicultural Environment
Guidelines on improving teachers’ skills in dealing with multicultural environments
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Teachers for an Inclusive School
Guidelines on the acquisition of intercultural competences based on understanding human rights and non-discrimination values
Global Citizenship Education Multiculturalism and Social Inclusion in Europe
The publication focuses on the Integration of Immigrant Students at School.Events
The I Have Rights project has been promoted trough conferences and articles.
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Conferences
The I Have Rights project was presented in a number of events in order to report about the activities carried out and the results achieved
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Training Activity
The training activity 'Expert in Multicultural School Environment' was organised in Siena (IT)
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Press Review
The I Have Rights project partnership made contacts with web sites focusing on the fields of education
Partnership
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Contractual Partners
From this section it is possible to access to a description of each contractual partner of the I Have Rights project.
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Schools
From this section it is possible to access to the information about the schools involved in the I Have Rights Project in the 6 European countries involved.
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Associated Partners
As a result of the exploitation activity a number of associated partners officially joined the project in order to contribute to the improvement of the project impact on their target groups and to ensure the project sustainability by continuing using the project deliverables in the next years.
This section of the I Have Rights portal provides administrative information for the project contractual partners and for the European Commission and it is password protected.
Factual Background
Homepage > Guideline > Factual Background
Factual background related to the challenges encountered by secondary school teachers in managing multicultural classes.
Factual Background
Chapter 3: Overview of Existing Projects on Inclusiveness at School at EU Level
3.2. Analysis of existing projects and selection of best practices
Projects on a local, regional or national scale
Here are three examples among a series of European projects selected as best practices by experts of the NESET II network, in their 2016 report about the social aspects of education and training:
French project: Using elements of mother tongue when teaching French to newly arrived immigrant children
Activities in French and mother tongue for newly-arrived students to foster their multilingual skills. They are based on a comparison between French and other languages, including their mother tongue, working jointly with other students. This method stimulates thinking about languages and offers the learner a real education in the languages/cultures of others, while promoting their own.
Greek project: Promoting Intercultural Communication with Drama Education
Drama education activities in primary and secondary schools, incorporated in the curriculum. They aim to develop intercultural communication and improve the school climate and relationships between migrants and native students
Spanish project: From school to community – a service learning programme
Service learning is derived from a model of relations between school and the surrounding community. Students thus develop citizenship competences which are committed to the collective project of creating a society that is more equal, more inclusive and more open to diversity. In concrete terms, service learning may be described as an educational process which emphasises academic learning at school linked to a form of community service project. Organised in a secondary school in Barcelona.
Conducted and written by the Directorate of Youth and Sport of the Council of Europe, the “Compass: Manual for Human Rights and Education with Young People” offers information and teaching activities for teachers to promote human rights and European values at school.
https://www.coe.int/en/web/compass/home
Project on an international scale
For example, the “Action Week Against Racism”
This action week takes place every year in March. It aims to raise students’ awareness about racism and all forms of discrimination. It fosters events that help all students acquire respect of all people’ equal dignity, regardless of their origin, condition and convictions.
Here are three examples among a series of European projects selected as best practices by experts of the NESET II network, in their 2016 report about the social aspects of education and training:
French project: Using elements of mother tongue when teaching French to newly arrived immigrant children
Activities in French and mother tongue for newly-arrived students to foster their multilingual skills. They are based on a comparison between French and other languages, including their mother tongue, working jointly with other students. This method stimulates thinking about languages and offers the learner a real education in the languages/cultures of others, while promoting their own.
Greek project: Promoting Intercultural Communication with Drama Education
Drama education activities in primary and secondary schools, incorporated in the curriculum. They aim to develop intercultural communication and improve the school climate and relationships between migrants and native students
Spanish project: From school to community – a service learning programme
Service learning is derived from a model of relations between school and the surrounding community. Students thus develop citizenship competences which are committed to the collective project of creating a society that is more equal, more inclusive and more open to diversity. In concrete terms, service learning may be described as an educational process which emphasises academic learning at school linked to a form of community service project. Organised in a secondary school in Barcelona.
Conducted and written by the Directorate of Youth and Sport of the Council of Europe, the “Compass: Manual for Human Rights and Education with Young People” offers information and teaching activities for teachers to promote human rights and European values at school.
https://www.coe.int/en/web/compass/home
Project on an international scale
For example, the “Action Week Against Racism”
This action week takes place every year in March. It aims to raise students’ awareness about racism and all forms of discrimination. It fosters events that help all students acquire respect of all people’ equal dignity, regardless of their origin, condition and convictions.
Online Resources
- Education Policies and Practices to Foster Tolerance, Respect for Diversity and Civic responsibility in Children and Young People in the EUAnalytical report – 2016
- Compass: Manual for Humans Rights and Education with Young peopleOnline manual for human rights education directed by the Council of Europe - Created 2002, revised 2012
- Using elements of mother tongue when teaching French to newly arrived immigrant children (in French)French project
- Promoting Intercultural Communication with Drama Education (in Greek)Greek project
- From school to community – a service learning programmeSpanish project
