Translation of "Groupe d'étude sur l'instruction civique au Canada " (French → English) :

16. Supports the mobility of young people and teachers as well as all forms of cooperation between schools and universities, for example common educational platforms, joint study programmes and joint projects, as a means to foster understanding and appreciation of cultural diversity and to provide young people with social, civic and intercultural competences and skills; is of the opinion, in this regard, that exposing children to other cultures at a very young age helps them obtain basic life skills and competences necessary for their personal development, future employmen ...[+++]t and active EU citizenship; stresses that including targeted educational school visits in different Member States and transnational mobility of young children is also a tool for laying down the foundations of European cultures, arts, languages and values; encourages mobility specifically for teachers from primary and secondary levels in order to share experiences and develop their own tools to face and answer evolving societal challenges; emphasises the role and importance of the Erasmus+ programme which fosters a European awareness among young people and creates a sense of common belonging and a culture of intercultural dialogue by facilitating their mobility, as well as increasing their employability; encourages in particular further measures to facilitate the access and integration of disadvantaged groups and people with special needs in Erasmus+ mobility actions;

65. Notes that the Portuguese Presidency followed the German initiatives under the guidelines and instructed all missions in priority countries to regard the country-specific strategies adopted by COHOM on 15 June 2007 as standing instructions to be incorporated in the work of the Heads of Missions in the area of children in armed conflicts; welcomes the fact that the Presidency-in-office has also forwarded to local Presidencies the reports received by relevant NGOs regarding specific countries; welcomes the Slovenian Presidency’s initiative in commissioning a study on the impact of EU measures on children affected by armed conflict; ...[+++]stresses in this connection the limited impact the guidelines have on children and armed conflicts, owing in particular to the fact that the majority of the Commission and Member State delegations were not informed that their host country was considered a priority country for the application of these guidelines;

The document, entitled “Planting the Seeds Activity Kit”, was sent to teachers of human and social sciences for grades 4 to 6, ages 9 to 12. Another, made up of four course outlines and complementary activity kits for grades 7 to 10, is called “Cultivate Your Commitment to Canada” and is intended for students in social studies, history, civics and citizenship classes.

Education systems with early ‘tracking’[14] of students exacerbate differences in educational attainment due to social background, and thereby lead to even more inequitable outcomes in student and school performance.[15] Tracking has been considered effective in some Member States, where whole schools are tailored to groups of students with similar needs and levels of achievement.

The initiative taken by Canada, France, Germany, Greece, Mexico, Monaco, Morocco and Senegal, supported by the French-speaking group of UNESCO, to place the item of a preliminary study on the technical and legal aspects relating to the desirability of an international Legal Instrument on Cultural Diversity, on the agenda of the forthcoming UNESCO General Conference is, therefore, very timely.

In social studies, when they were teaching civics, they got special books and pamphlets and magazines on how the McCain bill got killed in the U.S. Congress and how the tobacco industry lobbies for their point of view.