Charter for
education
December 2012
The voices of education professionals must be the driving force for educational improvement and development. This charter articulates these voices and sets out the fundamental principles ATL believes are vital for a sustainable education system fit for the 21st century.
Values Education for all is a fundamental human right and should be built on the principles of the Universal Declaration of Human Rights, the UN Convention on the Rights of the Child and the Convention against Discrimination in Education. We are committed to education that is: • well resourced and of high quality • accessible to all, including the most vulnerable and disadvantaged • guided by universal values of equality, respect, empathy, tolerance, dignity and justice, arising from a sense of responsibility and shared destiny • furthering understanding of the complex and interrelated environmental, economic, social, political, cultural and moral challenges of our world.
The purpose of education Education should enable all children, young people and adults to: • realise their potential, be creative and develop holistically across the full range of human endeavour • have the knowledge, skills and confidence to take an active part in society • have respect for themselves and for others, including other cultures, live peacefully and protect the natural environment • develop and sustain a sense and understanding of social responsibility, human rights and fundamental freedoms • understand and critically interrogate the world they live in.
The foundations of high quality education Education professionals need: • pedagogical autonomy, skills and knowledge to respond to different contexts and changing needs • to take responsibility for their actions, and encourage and support children and young people to do the same • to work collaboratively across institutions, phases and disciplines, with their learners, parents and carers, health and social care professionals and the wider community • an entitlement to training, continuing professional development and support, which is nationally managed, supported and funded • equal opportunities for career progression and access to professional development, rewards and incentives for all. Education professionals need to lead the development of: • the curriculum, guaranteed through slim, skills-based statutory frameworks, which is broad, balanced and appropriate to meet the intellectual, social, moral, creative, physical and spiritual needs of all children and young people • assessment which is teacher-led and moderated, with a particular focus on monitoring and supporting under-achieving pupil groups, including those with special educational needs and/or from disadvantaged backgrounds • a broad range of qualifications and other recognised outcomes, with equal status, which meet the needs of all learners
Continued
www.atl.org.uk/charterforeducation