The Newsletter of the Network
Issue 34: May 2003

Contents

2003 CiCe Conference Success
New CiCe book published
Update on the CiCe MA
Three Reports to be published

Resources website launched
Conference 2004 in Krakow
Year 2 Working Groups

Fifth Conference Success

Our fifth Conference, held in Braga in May, was the largest and most successful of our meetings so far. There were a large number of high quality papers and speakers, and particularly impressive was the way that the various working groups we established in October interacted with conference members. Eight groups presented issues to delegates, received written feedback and comment from conference-goers, and then took these into their work in progress. Three more groups started work in seminar meetings held before the main conference.

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New CiCe Book Published

The third volume in the CiCe series published by Trentham has just been delivered. Political Learning and Citizenship in Europe is edited by Christine Roland-Levy and Alistair Ross, with contributions from Ian Davies and Tony Thorpe, Aristotle Kallis, Carole Hahn, Dave Edye, Maureen Killeavy, Hélčne Feertchak, Jan Kerkhofs and each of the editors. Two copies are being posted to each institutional Coordinator shortly. Institutional Coordinators are asked to put one copy in their University/College library, and to circulate the other among CiCe members.

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MA Update

The MA Group has developed the broad structure of the proposed degree this year. If our Curriculum Development application for funding is successful the six option module groups will start work in October. Next year, we intend to make an application for Erasmus Mundus recognition of the degree - this will attract scholarship students from outside Europe to take our MA.

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First 3 working parties about to report

Our first three working groups are finalising their reports after receiving feedback from the Conference at Braga. The reports and their authors are

The three booklets will be published and circulated in the autumn. Many thanks to all those who contributed.

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Resources Group website in preparation

The CiCe Resources Group will soon be launching the database and web-site. They have devised and compiled a web-based electronic dataset of useful publications in the areas of citizenship education and identity. They are very willing to include suggestions (including references to CiCe members' own publications and writings). The web-site address is http://www.freewebs.com/cice

You can enter your suggestions directly, or alternatively, contact Ákos Gocsal at Pécsi Tudományegyetem

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Krakow Conference being planned for 2004

We are in the early stages of planning the May 2004 conference, to be held at Krakow in Poland. The theme of the conference will be The Experience of Citizenship, and we will be inviting papers on a series of themes around this over-arching topic. The conference itself will be from 20-22 May, but working group members should note that there will be preliminary meetings for them on 18 and 19 May. The date of the conference is particularly significant, as this will be the month in which many new states will become full members of the European Union.

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Year 2 Working Groups need Volunteers

Seven working groups are starting next academic year - and we need more than twenty CiCe members to take part in them. (Please note that ONLY members of staff at CiCe member institutions are eligible - but we welcome new institutions. Further details of membership can be found on the feedback/interactive area on the menu to the left).

There are two kinds of groups: Working Groups on Higher Education Courses (four - GL10, GL11, GL12 and GL13). These will start in October 2003, and complete their work in May 2005. Working Groups on specific issues (three - GL14, GL15 and GL16) will start in May 2004, and complete their work in June 2005. In selecting members for the groups, the Steering Committee will balance experience and expertise in the given area with the need to include members from countries and institutions who have not been closely involved in previous working groups.

Each group will produce a short paper for colleagues in Higher Education institutions, that CiCe will publish. There are groups on different kinds of courses, and groups on particular themes and issues. CiCe supports Group Members by paying for travel, accommodation and subsistence for group meetings to prepare the work - this includes some CiCe Conferences.

We need to establish the group membership within the next two months, so please - volunteer now. Send your details NOW! Email Alistair Ross or Cass Mitchell-Riddle including a six-line c.v. outlining your experience and expertise in the relevant area. The CiCe Steering Group will agree on membership by early July and be in touch!

Diary Dates

GL 10 Undergraduate Courses that relate to Citizenship Education and Identity: issues of content, design and quality

The task: to produce a document that outlines suitable guidance for those responsible for course design and delivery of undergraduate courses at all European University/Colleges that include aspects of citizenship education and the development of identity in children and young people

  • Nature, structure and design (esp Competencies)
  • Content tudent recruitment (range, background, etc)
  • Assessment (related to ECTS where appropriate)
  • Quality

You will need to distinguish courses that offer professional training and qualification from other courses. There are unlikely to be any programmes that focus entirely on this subject: you will probably need to address the modules that concern citizenship and identity, rather than whole programmes. Within this first cycle (undergraduate or bachelor level), you may also want to distinguish preliminary and advanced level work.

  • You should refer to the Tuning process, which is harmonising first cycle programmes. This stresses competencies as a way of defining learning goals and outcomes. What specific competencies might be suggested that students should attain after undertaking modules (professional and non-professional courses will certainly have different competencies)? You may want to suggest some specific competencies that everyone in a profession (e.g. teaching) will have (specific about citizenship and identity - there will also be general competencies for teachers). Should there also be a general competency in this area for all teachers/professionals as well? Are the competencies you suggest optional, obligatory, or a list of which some should be selected for development?
  • If you suggest competencies, what form of assessment should be suggested to ensure that students have successful attained the concept? What range of ECTS points might apply? What elements of teaching are necessary to develop the competency (this may include both curriculum elements and matters of teaching/learning style)?
  • At what stage in a programme should these competencies be developed? Is their a natural sequence or hierarchy?
  • What sort of background should students have when they are recruited to these courses? What experiential background; which social groups might be particularly valuable to be included (or are currently missing)?
  • What would be the quality indicators for such a module/course? What forms of self-assessment should be carried out by course developers and course-deliverers to ensure quality?

GL 11 Postgraduate Courses that relate to Citizenship Education and Identity: issues of content, design and quality

The task: to produce a document that outlines suitable guidance for those responsible for course design and delivery of postgraduate taught courses at all European University/Colleges that include aspects of citizenship education and the development of identity in children and young people.

  • Nature, structure and design (esp Competencies)
  • Content
  • Student recruitment
  • Assessment (related to ECTS where appropriate)
  • Quality

You will probably need to distinguish courses that offer professional training and qualification from other courses. There are may be some programmes that focus entirely on citizenship education (the CiCe MA is an example), but you will also need to address modules with a programme that concern citizenship and identity.

  • You should refer to the Tuning process, which is harmonising first cycle programmes. They are stressing competencies as a way of defining learning goals and outcomes. The CiCe MA group has suggested some specific and general competencies: you should cross-refer to their work. Are the competencies you suggest optional, obligatory, or a list of which some should be selected for development?
  • If you suggest competencies, what form of assessment should be suggested to ensure that students have successful attained the concept? What range of ECTS points might apply? What elements of teaching are necessary to develop the competency (this may include both curriculum elements and matters of teaching/learning style)?
  • What sort of background should students have when they are recruited to these courses? What sort of first cycle qualification? If a professional course, is some professional experience essential/desirable/ optional? Are there particular social groups which it might be particularly valuable to include (or which are currently missing)?
  • What would be the quality indicators for such a module/course? What forms of self-assessment should be carried out by course developers and course-deliverers to ensure quality?

GL 12 Research Degrees that relate to Citizenship Education and Identity: issues of content, design and quality

To produce a document that outlines suitable guidance for those responsible for supervising research degrees at all European University/Colleges that relate to aspects of citizenship education and the development of identity in children and young people

  • Focus, approaches
  • Methodologies and Research Training
  • Assessment
  • Quality
  • What sorts of focus and approaches might be particularly valuable in this area?
  • Are there specific research approaches, methodologies, research skills that are necessary, or from which a student might draw in their research?
  • Are there specific disciplinary boundaries to be respected, or are cross-disciplinary approaches possible?
  • Should there be some kind of register of research in this area, across disciplines? Should this include reference to research students work-in-progress?

GL 13 Professional In-Service Courses (Citizenship Education and Identity) issues of content, design and quality

The task: to produce a document that outlines suitable guidance for those responsible for course design and delivery of continuing professional development courses at all European University/Colleges that include aspects of citizenship education and the development of identity in children and young people.

  • Nature, structure and design
  • Content
  • Student recruitment
  • Assessment
  • Quality

Some programmes may focus entirely on citizenship education, while others may include aspects of it (the CiCe MA is an example). Courses may be of very different lengths, from half a day upwards. We are generally considering non-award bearing courses in this category (see the Postgraduate taught group GL11 for awards bearing ['MA'] courses). The group might consider using this pamphlet as an opportunity to set out a range of suggested courses, and components of larger courses, that would develop teachers' and other professionals' competencies in developing citizenship education and identities.

  • You may want to suggest defining competencies that those completing the course will achieve: this can help in determining learning goals and outcomes. (This is covered in undergraduate degrees as part of the Tuning process: Tuning does not apply to in-service courses, but the principle might be useful).
  • What elements of teaching are necessary to develop the skills you are aiming at (this may include both curriculum elements and matters of teaching/learning style)?
  • What would be the quality indicators for such a module/course? What forms of self-assessment should be carried out by course developers and course-deliverers to ensure quality?

GL 14 Guidelines on Citizenship Education and the Inclusion of Vulnerable Young People

The task: to produce a document that

  • outlines the range of vulnerabilities that this document addresses (see box to the right)
  • suggests how the citizenship/identity learning needs of these groups might be addressed by teachers and other professionals
  • outlines teachers'/professionals' training and educational needs
  • suggests teaching structures, contents and techniques for such professional training

'Vulnerable Young People' might include those with learning difficulties; those in difficult social situations (at risk in some way); those in institutional care settings; refugees and asylum seekers; those subject to various forms of social exclusion (because of ethnicity, social class, language, sexuality, for example). Note that children and young people of all ages will fall in these categories - this is a heterogeneous grouping, and particular sectors may have different needs.

  • How do educators and other professionals ensure that not only do these children/young people know of their civic rights and duties, but are also enabled to develop the skills of active citizenship and participation, and are able to assert their rights and needs, and to define their identity?
  • What sort of support do teachers and other professionals need to develop the skills, attitude and knowledge necessary to work successfully with these young people?
  • What sorts of elements need to be included in training programmes to develop these? Are these skills for specialists, or for all professionals?

GL 15 Guidelines on Aesthetic and Cultural Arts and Citizenship Education

The task: to produce a document that

  • outlines the way in which creative and performance arts contribute to a sense of identity and civic belonging
  • shows what knowledge and skills teachers and others should have to develop the above with children and young people
  • proposes education and training needs for teachers and others
  • suggests teaching structures, contents and techniques for such professional training

This is to help course designers and deliverers, and the focus should be on what higher education should be doing to prepare teachers. The approach needs to include artistic and aesthetic activities across a wide range of media and in different roles: performance, plastic arts, media arts/spectator and creator, etc.

  • Individual and group identity is partly created thorough artistic expression and appreciation: how can identity be specifically supported through these activities?
  • What skills, knowledge and attitudes do teachers and other professionals (including artists/performers) need to develop these?
  • What sort of training/education is needed for teachers and professionals to develop these?

GL 16 Guidelines on Environmental Education and Citizenship Education

To produce a document that

  • outlines how environmental concerns impact on citizenship education, and the idea of the concerned environmental citizen
  • in what ways teachers and other professionals need to be prepared to deal with such issues in their professional practice
  • education and training needs for teachers and others ¨ suggests teaching structures, contents and techniques for such professional training

This is to help course designers and deliverers, and the focus should be on what higher education should be doing to prepare teachers. Issues to consider may include

  • Consideration of theoretical issues of the environmentally responsible citizens - the impact on producers and consumers, the need for action, etc.
  • General guidance on the issues to be raised,
  • Specific suggestions on course content,
  • Guidance and ideas on course delivery

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