Curriculum Development

Human Rights Curriculum Development

Describe the College: students curricular principles

Curriculum management issues: making Human Rights relevant HR teaching domains teaching intervention strategies sustaining HRs through curriculum

design

College Location

Coleg Morgannwg

It is the further education college of Rhondda Cynon Taff, Local Authority

The LA boundary stretches from North Cardiff to Brecon Beacons

Five major campuses: Three general FE colleges One Art College One Technology Centre 150 community centres 3 town centre shops…learning centres

Students

Amongst the poorest in the UK 3,000 full-time students; 12,000 part-time Vocational students: Engineering, Business,

Arts, Hairdressing, Construction, Catering.. Basic Skills Adult Returnees Special Needs Significant under-achievement 40% have no qualifications

Curricular Principles

The college: should respect and be sensitive to the

individual needs of students will do all that is reasonable to provide

resources for effective teaching and learning Students will be:

offered opportunities for progression, personal development, guidance and support

encouraged to respect and value learning and the advice offered by tutors

Indicated by : analytical,

constructive and supportive comments with assessed work returned with comments and marks within two weeks

Students’ Entitlement:

receive feedback soon after the assessment has taken place

Assessment Entitlement

Curriculum Management: Relevance

Relevance of Human Rights to vocational content of a course

Basic assumption that relevance improves motivation

One example of Human Rights practices in a vocational course

Relevance: Interior Decoration…

Kitchen

The 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

Pre-conditions to creating Relevance

Teaching Team

Curriculum Design

Teaching Team:Designing Relevant Resources

Designed to Motivate

Motor Vehicle Skills

Human Rights Awareness

Motor Vehicle

Teachers

Human Rights

Ambassadors

Relevant Teaching Material

Shadow Curriculum

Con

ven

tion

al

Ob

ject

ives

Com

ple

men

tary

O

bje

ctiv

es

Fitting tyres correctly

Employment conditions at manufacture

Safe tolerances of steering components

Consequences of component failure

Human Rights Shadow Curriculum?

HR as a Curricular Dynamic

Health, Safety & Welfare

Political & Economic

Primary Production

Equal Opportunities

Human Dignity

Gender issuesRacial issuesCareer opportunitiesEqual payFreedom of speech

Technological Innovation

Sustaining Human Rights in Vocational Curricula

Go beyond the “charismatic phase” Go beyond the “enthusiastic phase” Go beyond the “innovation phase”

Human Rights needs to be the new “routine” in curriculum design and delivery

To be fully imbedded in curricula HR objectives should occur seemingly naturally

Relevant Domains of HR Teaching: a tentative

model

CivicExercising

judgement on civic

responsibility

Employee Dilemma of condoning

infringements in their

employment

Employer Only engaging

with ethical products

AssociateTaking direct

or indirect action

Civic Domain:

You are asked to put a “throaty silencer” on a friend’s car; his neighbour is ill with high blood pressure. In deciding whether to do it you are asked to:

recognise conflict of own interests and HR justify your decision estimate the results of your decision reflect on your decision in HR terms

Employer or Employee Domain:

Government Declaration: All apprentices must study Employment Responsibilities & Rights (ERR)

Example: Anti-discrimination & EO Unreasonable

Workload(Harassment): excessive criticism, setting unrealistic targets, undervalued

Actions: keep diary, formal grievance, seek legal advice…….

Associate Domain:

Through recent reports in the press and media you have become deeply concerned about….. (certain HR infringements in a economically prominent country)…

Consider what direct and indirect actions you might take and the possible consequences of each action on the offending Government’s economy and that of its people

The Enhanced Curriculum:-

Conventional (Skills) Curriculum

Complementary HR Curriculum

Analytic PhaseCreative Phase

Reconciliation Phase=

Curriculum > HR Enhancement

=New Routines

Enhanced Curriculum = New Teaching Routines =

“Self-Sustaining” Delivery

Review and Amend

Sustaining Human Rights and the Shadow Curriculum

Conventional/Complementary

Responsible actions

Con

ven

tion

al S

pec

.

Com

ple

men

tary

Sp

ec.

Article 29

>Shadow Curriculum

Health & Safety

Employment practices

Working hours

Article 3

Article 23

Article 24

Conclusions

Learning ought to be an emancipating process Accepting this assertion it is therefore inevitable

that human rights practices will form part of vocational education courses

For those engaged in education the endeavour is to design in opportunities to expose students to their own human rights responsibilities

Developing & sustaining human rights in the learning process requires unobtrusive intervention strategies through creative curricular structures