The Use of Human Rights Teaching Resources

The Use of Human Rights Teaching Resources

In Technical Education

Structure of Presentation

Students’ Expectations ILT: Team Membership to Produce

Good Resources Teacher Produced Text Examples Creating Scenario Maps Selecting Appropriate and Relevant

Resources

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

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

Students’ Expectations

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.

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

Designing Relevant Resources

Designed to Motivate

Motor Vehicle Skills

Human Rights Awareness

Motor Vehicle

Teachers

Human Rights

Teachers

Relevant Teaching Material

Desirable Team

Vocational Subject Teacher(s)

HRs Ambassador

Language Teacher

Authoring/Design Technician

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

A resource to promote discussion and raise awareness

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

Interior Decoration: Kitchen

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…….

Creating a HR Scenario Map

Example

HR Scenario Map:Technology and Work

Practices

Over WorkExessive

overtime to optermise

investment in new

machine(24)

Health & Safety

Disregard of H&S on technical

machinary(3)

Training Inadequate training on technical

equipment(26)

Equal PayFemales paid less than men

for using same machine23-2

Shadow Curriculum

Training

Con

ven

tion

al S

pec

.

Com

ple

men

tary

Sp

ec.

Article 26

Docking Stations

Health & Safety

Equal Pay

Working hours

Article 3

Article 23-2

Article 24

... we set the thesis of:

Technical vocational training

Human rigths education

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

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