Statement on Validation and Assessment in Non-Formal Education for Democratic Citizenship and Human Rights Education
Recommendations to Non-Governmental Organisations
All stakeholders – including learners and non-formal educators – have to be involved in the development of assessment strategies in non-formal Education for Democratic Citizenship and Human Rights Education (EDC/HRE) . These strategies have to distinguish between accreditation (of an institution or a single course) and validation within the learners´ environment.
Formal, non-formal and informal education are complementary forms of education and mutually reinforcing elements of a lifelong learning process. Accredited and non-accredited HRE/EDC activities each have their own value. All these diverse options should thus be available to learners.
Monitoring, evaluation, self-evaluation and quality assurance are important for providers of non-formal EDC/HRE in order to deliver services of a certain quality level and to ensure the protection of learners.
Recommendations for policy makers
All possible outcomes/impacts of non-formal EDC/HRE activities have to be taken into account when it comes to the assessment of any learning activities. The EU is asked to provide sufficient opportunities for NGOs to discuss experiences and practices with the European and National Qualification Frames and the assessment of skills and competences acquired in non-formal and informal educational settings. Especially Education for Democratic Citizenship and Human Rights Education as founding principles of Active Citizenship in Europe are using non-formal and informal learning as key elements of educational processes. Therefore institutional empowerment is needed for those NGOs offering low-threshold non-formal and informal learning opportunities in EDC/HRE.
Validation and assessment of non-formal learning has to follow the logic of non-formal learning processes. In this regard we ask the EU to promote the development and implementation of learning process oriented approaches to validation and assessment systems, as these appear appropriate for dealing with non-formal and informal learning processes and learners' needs.
The Council of Europe member states are asked to support providers of non-formal EDC/HRE as stated in Section 10 of the recently adopted Charter on Education for Democratic Citizenship and Human Rights Education: “Member states should foster the role of non-governmental organisations and youth organisations in education for democratic citizenship and human rights education, especially in non-formal education. They should recognise these organisations and their activities as a valued part of the educational system, provide them where possible with the support they need and make full use of the expertise they can contribute to all forms of education.”
Education in human rights is itself a fundamental human right: Article 26 of the Preamble to the UN Declaration of Human Rights (UDHR) states that “Everyone has the right to education” and ”Education shall be directed [... ] to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.” Additionally, the International Covenant on Civil and Political Rights (ICCPR) declares that a government “may not stand in the way of people learning about [their rights].”
This right to human rights education can only be enjoyed if NGOs are supported as key providers of non-formal EDC/HRE. People who do not know their rights are more vulnerable, more likely to be socially excluded and often lack the language and conceptual framework to effectively advocate for their own rights. Within the framework of the European Year of Combating Poverty and Social Exclusion, the UN member states are called on to “foster the role of non-governmental organisations in education for democratic citizenship and human rights education, especially in non-formal education and to recognise these organisations and their activities as a valued part of the educational system” as stated in the CoE Charter on Education for Democratic Citizenship and Human Rights Education.
drafted by the DARE network on its Focus meeting in Vilnius 7/2010
Georg Pirker (firstname.lastname@example.org)
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