Learning to live together - Tolerance and Non-Discrimination

160 Pages·2008·2.85 MB·English

Division 43
Health, Education and Social Protection
Learning to live together
Design, monitoring and evaluation
of education for life skills, citizenship,
peace and human rights
Index
Published by:
Deutsche Gesellschaft für
Technische Zusammenarbeit (GTZ) GmbH
Dag-Hammarskjöld-Weg 1-5
Postfach 5180
65726 Eschborn
Germany
Dr. Rüdiger Blumör
Sector Project Education and Conflict Transformation
www.gtz.de
Federal Ministry for Economic Cooperation and Development
Division 311
www.bmz.bund.de
In collaboration with:
International Bureau of Education (IBE)
United Nations
Educational Scientific and Cultural Organisation
CP 199
1211 Geneva 20
Switzerland
www.ibe.unesco.org
Authors:
Margaret Sinclair in collaboration with Lynn Davies,
Anna Obura and Felisa Tibbitts
Design:
Stefan Mümpfer - grafic works -
Photo:
Stephanie Hofschlaeger
C2opyright © 2008
Preface 6
Foreword: Purpose of the Guide 8
INTRODUCTION 11
1.1 Are ‘learning to live together’, ‘life skills’ and active citizenship widely
recognized goals for education? 11
1.2 Who is involved in developing and implementing these programmes? 13
1.3 Is this type of education applicable in emergencies and post-conflict? 14
1.4 Can peace and citizenship education stop war or create good governance? 14
1.5 Need for the Guide 14
1.6 Who is the Guide for? 16
1.7 Structure of the Guide 17
WHAT SHOULD WE BE DOING? IDENTIFYING EDUCATION GOALS AND OBJECTIVES
FOR LEARNING TO LIVE TOGETHER (LTLT) AND LIFE SKILLS 18
2.1 Defining goals 19
2.2 Defining education objectives 22
2.3 The ‘basic life competencies’ dimension 23
2.4 Subject matter/ cross-cutting themes 25
2.4.1 Personal development and healthy relationships
2.4.2 Conflict resolution, negotiated problem-solving techniques
2.4.3 Unity in diversity/tolerance/appreciation of diversity, social cohesion
2.4.4 Human rights and responsibilities
2.4.5 Democratic principles and participation, rule of law, good governance,
civil society
2.4.6 Natural environment
2.4.7 Over-arching: citizenship and peace education at local, national and
global levels
2.5 Building basic life competency and thematic objectives into a coherent
framework for curriculum design and evaluation 40
3 HOW SHOULD WE BE DOING IT? TEACHING-LEARNING PROCESSES FOR THE
LTLT/ LIFE SKILLS DIMENSION OF CURRICULUM 44
3.1 Participatory, experiential, inclusive and active classroom methodologies 46
3.2 Providing an earmarked period on the timetable 48
3.3 Participatory, inclusive and democratic principles in school life and
management 51
3.4 Interactive radio instruction 52
3.5 Textbooks and other education materials that model and encourage
skills, values, attitudes and behaviours for LTLT/ life skills 53
3.6 Contact between different groups 56
3.7 Matching teaching-learning methods with content and objectives 56
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INDEX
4 HOW CAN WE USE OUR OBJECTIVES AND PEDAGOGIC CRITERIA TO
EVALUATE CURRICULA AND TEXTBOOKS? 58
4.1 Evaluation goals 59
4.2 Evaluation processes 60
4.3 Criteria and tools 62
5 WHAT ARE THE CHARACTERISTICS OF AN EFFECTIVE NATIONAL (OR NGO) PROGRAMME? 70
5.1 Preparatory steps and consensus building 72
5.2 Strong leadership policy commitment and vision statement 73
5.3 Creation of a core development team, and committed trainers and
head-teachers 73
5.4 Establishment of a network of pilot or model schools 74
5.5 Renewal and/or enrichment of curricula and teaching-learning materials,
to promote LTLT/ life skills 74
5.6 Capacity building for teachers and teacher educators 75
5.7 Capacity building of regional and local managers and supervisors 76
5.8 Reinforcement through non-formal education and multiple channels
of communication 76
5.9 Establishing the monitoring and evaluation (M&E) function 77
5.10 Long term commitment and funding 79
6 MONITORING AND EVALUATION OF FIELD PROGRAMMES:
WHAT DATA IS TO BE COLLECTED 80
6.1 The relationship of monitoring and evaluation 82
6.2 Participatory processes for organizing monitoring and evaluation activities 82
6.3 Identifying monitoring and evaluation goals, focus and questions 83
6.4 Indicators 86
6.5 Time frame for collecting evaluation data 88
6.6 The problem of attribution 89
7 DATA COLLECTION 90
7.1 Sources 91
7.2 Methods 91
7.3 Special methodological considerations 93
7.3.1 Validity and reliability of data
7.7.2 Adjusting to different settings and cultures of monitoring and
evaluation
7.7.3 Use of elicitive methods
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8 MONITORING AND EVALUATION AT SCHOOL LEVEL 98
8.1 Goals 98
8.2 M&E processes 99
8.2.1 Collecting data in schools
8.2.2 Assessment processes
8.2.3 Measuring Change
8.3 Criteria and tools 101
8.4 Data analysis 105
9 MONITORING AND EVALUATION OF TEACHER TRAINING/ PROFESSIONAL DEVELOPMENT 110
9.1 Goals 110
9.2 M&E processes 111
9.3 Criteria and tools 111
10 DRAWING CONCLUSIONS 116
10.1 Analysis and formatting an evaluation report 117
10.2 Reporting on impact 122
10.3 Using an evaluation report 122
10.4 Organising an exploratory or planning workshop for strengthening
monitoring and evaluation of LTLT/life skills 123
ANNEXES
ANNEX 1 CONCEPTS OF CITIZENSHIP EDUCATION 124
ANNEX 2 EXAMPLE OF A LESSON OBSERVATION SCHEDULE 131
ANNEX 3 MATCHING DATA COLLECTION INSTRUMENTS TO EVALUATION OBJECTIVES 134
ANNEX 4 SUGGESTIONS FOR IMPACT AND OTHER INDICATORS 135
ANNEX 5 SUGGESTIONS FOR WORKSHOPS TO PLAN MONITORING AND EVALUATION
OF LTLT/ LIFE SKILLS EDUCATION 140
LIST OF ABBREVIATIONS 144
REFERENCES 145
ENDNOTES 153
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Preface
The guide „Learning to Live Together – Design, Monitoring and Evalution of Education
for Life Skills, Citizenship, Peace und Human Rights“ is the outcome of a collaboration
between UNESCO International Bureau of Education (IBE) and Deutsche Gesellschaft für
Technische Zusammenarbeit (GTZ). The work programme jointly organised by IBE and
GTZ included seminars and planning meetings hosted by these organisations: “Determining
Good Practices in Education for Learning to Live Together” (2003), “Evaluating Learning to
Live Together Practices” (2004), and “Learning to Live Together: Validating Good Practices”
(2007). Several participants in the seminars constituted themselves in a core group acting as
intellectual resources and advisors.
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Since 2004, GTZ has been implementing the sector project “Education and Conflict Transfor-
mation” on behalf of the Federal Ministry for Economic Cooperation and Development. Among
the tasks of the sector project are the development and application of concepts, methods and
instruments for conflict transformation and the promotion of democratic conduct and peaceful
coexistence in the field of basic education including Learning to Live Together.
In 2005, IBE developed its RELated database and issued a CD-ROM documenting good Learning
to Live Together practice internationally. IBE also published a series of works on this theme.
We wish the guide a wide distribution and application in various situations worldwide. Feedback
on how to improve the guide is most welcome and can be send to
FOREWORD:
PURPOSE OF THE
GUIDE
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In this Guide, we focus on strengthening the curriculum dimension known as education for
learning to live together (LTLT), which incorporates areas of life skills, citizenship, peace and
human rights. We first argue for a holistic view of this dimension and for appropriate teaching-
learning processes.
We then offer suggestions for monitoring and evaluation processes to answer one or more of the
following questions - depending on circumstances:
For a traditional system:
Does our traditional schooling meet our current goals in the LTLT/life skills dimension?
For a pilot project:
Does our new LTLT/life skills initiative - in our pilot/model schools – achieve its goals?
For a system-wide initiative:
Does our recent system-wide LTLT/life skills initiative achieve its goals?
We also suggest the importance of building monitoring and evaluation of LTLT/life skills into:
■ curriculum and textbook development programmes and centres
■ teacher training systems
■ national (or project) systems for monitoring and evaluation of schooling.
The Guide is hopefully a contribution to curriculum renewal in all societies, since we all face
challenges in responding positively to the rapid changes of the twenty-first century. However,
the book is designed for use even in difficult conditions - for example, in post-conflict or other sit-
uations where resources and well-trained teachers are scarce; and in a variety of cultural settings.
The Guide is addressed primarily to policy-makers and curriculum planners in national education
ministries – or NGO programme managers. Educators working in diverse settings may also find it
useful, if they are concerned with the contribution that education can make towards peace, active
citizenship, respect for human rights, and life skills including HIV/AIDS prevention.
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INTRODUCTION
1
The present Guide focuses on the theme of ‘learning to live together’, which is one of four com-
petencies identified as important by the International Commission on Education for the Twenty-
first Century chaired by Jacques Delors.1 This theme is important to educators because:
■ Learning to live appropriately with others is important in our everyday lives – from life in the
school, family and community to the special problems of adolescent relationships.
■ Learning to live together in the wider society requires awareness of and respect for human
rights and the responsibilities of local, national and global citizenship.
■ Learning to live together as responsible citizens can help reduce tensions due to ethnic or other
divisions and social disparities which contribute to the instability or civil conflict seen in many
nations today.
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