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The Use of Human Rights Teaching Resources

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  1. The Use of Human Rights Teaching Resources In Technical Education

  2. Structure of Presentation • Students’ Expectations • ILT: Team Membership to Produce Good Resources • Teacher Produced Text Examples • Creating Scenario Maps • Selecting Appropriate and Relevant Resources

  3. Students’ Expectations • A short history of students’ resource expectations • 1950: content with white chalk • 1960: demanded coloured chalk • 1970: expected the overhead projector • 1980: expected video • 1990: expected well presented hand-outs • 2000: stimulated by ILT & multi-media resources

  4. Students’ Expectations • So we are in the era of multi-media resourced based learning • But there is a long way to go to develop relevant Human Rights resources • Students are familiar with a range of learning resources in technical subjects • But there is a limited range of Human Rights resources

  5. Parallel Development • The development of ILT material over the last decade for technical subjects suggests that there is a need for a parallel development programme of college produced material alongside that produced by ILT software houses.

  6. The TVET Sector cannot wait 10 years! Solutions: • Produce “own” ICT resources • “own” = • individual institution; • collaboration with cluster colleges; • collaboration with project partners. • Consult and be proactive with software houses

  7. Designing Relevant Resources Motor Vehicle Skills Human Rights Awareness Human Rights Teachers Motor Vehicle Teachers Relevant Teaching Material Designed to Motivate

  8. Desirable Team • Vocational Subject Teacher(s) • HRs Ambassador • Language Teacher • Authoring/Design Technician

  9. Production Specification • Evaluated(Tried & Tested) pedagogic materials • Appropriate language and dialect for students • Engaging design features • Interactive • Friendly feedback • Easy to navigate • Easy to up-date • Easily adapted to local circumstances

  10. A resource to promote discussion and raise awareness

  11. Interior Decoration: Kitchen • The following kitchen products are resourced in countries with distinctive socio-economic conditions. • Identify the key socio-economic conditions of each country • Doors: Taiwan • Floor tiles: India • Work-tops: Germany • Copper: South Africa

  12. Human Rights as a Mandatory Element • UK Government Declaration: All apprentices must study Employment Responsibilities & Rights (ERR) • Example: Anti-discrimination & EO • Unreasonable targets: excessive criticism, ridiculed, loss of confidence • Actions: keep diary, formal grievance, seek medical/legal advice…….

  13. Creating a HR Scenario Map Example

  14. HR Scenario Map:Technology and Work Practices

  15. Shadow Curriculum Complementary Spec. Article 26 Training Conventional Spec. Article 3 Health & Safety Article 23-2 Equal Pay Article 24 Working hours Docking Stations

  16. Human rigths education ... we set the thesis of: Technical vocational training

  17. The Enhanced Curriculum:- Review and Amend Sustaining Human Rights and the Shadow Curriculum Conventional (Skills) Curriculum Complementary HR Curriculum Analytic Phase Creative Phase Reconciliation Phase = Curriculum > HR Enhancement = New Routines Enhanced Curriculum = New Teaching Routines = “Self-Sustaining” Delivery

  18. Finally: Selection • Consider students’ learning skills • Consider the essence of the “docking station” • Consider the need to use a range of resource stimuli • Consider the suitability of the language