On 11 May 2010, the Ministers for Foreign Affairs and representatives of the 47 member states of the Council of Europe adopted Recommendation CM/Rec(2010)7 on the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education at the 120th Session of the Committee of Ministers.

The Charter – which was developed over a period of several years with wide consultations – is non-binding. It will be an important reference point for all of Europe and will serve as a basis for the Council of Europe’s future work in this field.

The Charter is divided into the following sections:

I General provisions
II Objectives and principles
III Policies
IV Evaluation and co-operation

In section I, the text offers a definition of the key terms “Education for Democratic Citizenship” (EDC) and “Human Rights Education” (HRE), in which we can find an emphasis on the outcome of education being not simply knowledge but empowerment to appropriate action.

As the Charter takes account of the diverse educational systems within the Council of Europe, it offers a framework that can be applied by each state to suit its system. In section II and III, a series of objectives and principles are stated, providing guidelines for policies, legislation and practice.

EDC and HRE as a lifelong process involve a wide range of stakeholders, among them, policy makers, NGOs, youth organizations and educational institutions, which play a vital role in providing a space where children, young people and other learners can practice human rights and democracy.

In the field of formal education, the Charter gives special emphasis to the promotion of democratic governance reflecting human rights values and principles in all educational institutions. Within this framework, it calls upon all member states to provide training for teachers, teacher trainers, and  others in the educational system, including appropriate teaching and learning methods, objectives and principles relevant to these approaches.

As expressed in the text, partnership and collaboration of stakeholders involved in EDC and HRE at state, regional and local level is another important principle to be encouraged.

The Charter itself is an outcome of international cooperation among the Council of Europe’s member states, and thus urges the practical benefit of future cooperation in the field: such as sharing good practices and research, disseminating information to all stakeholders, and supporting European networks in the field.

As a more weighty document than those previously adopted in the field by the Council of Europe, it leads the path for future action addressing all stakeholders involved in education.

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