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Educational Policy and Governance

Educational Policy and Governance

Curriculum

5 Sections
20 Lessons
3 Hours

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Introduction and Overview – Visions for an inclusive society
The Introduction and Overview contains a presentation of the course and an activating activity through which the participants have the opportunity to discover the dimensions of inclusive governance according to Ebersold & Meijer (2016) and the EU Commission (2018) and to express their opinions in this regard. The course participants also get to know the project partners and can listen to their experiences and visions for creating inclusive societies
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Unit A1: Educational Policy and Governance
The unit Educational Policy and Governance allows course participants to deepen their knowledge of inclusive education and governance processes through key strategic documents by global stakeholders (such as the UN, OECD, UNESCO) and to reflect on regional implementation processes, as well as on their own experience and position. Furthermore, they will reflect on the connection between school quality and inclusive education.
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Unit A2: Changemanagement
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Unit A3: Interning - practical experience
The unit Interning – Practical Experience (A3) conveys insights into the governance of inclusive education in the four project regions through videos by the Tübingen State Education Authority (Germany), the Generalitat de Catalunya – Catalonia (Spain), the Educational Authority Styria (Austria), and different actors working in South Tyrol (Italy).
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Unit A4: Professionalization in the Context of Theory and Practice
The unit Professionalization in the Context of Theory and Practice (A4) encourages the learners to reflect on participation and to formulate an own definition of inclusion. Starting from the reflection on the Actor & Network Maps referred to the project countries, they are called to position themselves and reflect on the respective fields of action, cooperation strategies and needs for improvement.
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Participation

In this exercise you will find a colouring picture with 9 elements. There are also 9 statements listed below. You can colour in one of the 9 elements each time you can answer YES to a statement. The statements do not have a specific order – nor do the pictures. You can decide for yourself which picture you want to assign to which statement. If you answer NO to a statement, the corresponding picture remains empty.

STATEMENTS:

• I have taken part in elections before (active suffrage)
• I have stood as a candidate for something before (passive suffrage)
• I have started or signed a petition / a referendum / a popular consultation / a petition for a referendum
• I have been to a demonstration, rally, etc.
• I regularly read newspapers, etc. (political topics, whether printed or online)
• I regularly talk about politics
• I have started a political initiative (no matter how small or at what age, campaigns started at school also count here)
• Politics is important to me
• I know my way around political topics

The words marked in green should be defined by yourself: What does “regularly”, etc. mean to me?

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Lesson Excercise

Colouring template

Participation Opportunities

Stages of Participation

Outcome Check

After the activity, the participants know about participation opportunities and political participation.

Perspectives on inclusion: Insights and visions from the field in South Tyrol

My definition of inclusion

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Educational Policy and Governance

Curriculum

Participation

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Outcome Check

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