The collective term for the community of higher education and research engaged in science and cultural learning. From the Greek Akademia, near Athens, where ancient Greek philosopher Plato set his school of philosophy.

Conferred by higher education institutions, an academic degree is one of a number of status levels that most often signify the successful completion of a program of study.

"Accomplices and collaborators" refers to all those who voluntarily took part in Nazi crimes, whether individually, collectively or by order of their political authorities.

Source: CM/Rec(2022)5

An "accreditation mill" is an institution or organisation (in any legal form) which is neither recognised by national competent authorities nor authorised by the law of any member State to provide accreditation for education programmes or awards, and which intends to mislead employers, students or the public.

Source: CM/Rec(2022)18

"Additional language" is an umbrella term that refers to any language an individual learns in addition to their home language/s. By focusing on the individual s developing plurilingual repertoire rather than specific languages, the term avoids the confusion that can arise, for example, by labelling as "foreign" a language that is foreign to the majority but the home language of a minority of learners.

Source: CM/Rec(2022)1

Anti-Gypsyism is a specific form of racism, an ideology founded on racial superiority, a form of dehumanisation and institutional racism nurtured by historical discrimination, which is expressed, among other things, by violence, hate speech, exploitation, stigmatisation and the most blatant kind of discrimination.

Source: CM/Rec(2020)2

"Artificial Intelligence (AI)" for education can be considered as the sum of machine learning (the ability of an algorithm to improve itself automatically at each iteration) and deep learning (the ability to correlate variables through probabilistic cause-effect relationships). AI in education uses big data for learning analytics to provide predictions of teaching patterns and learning outcomes.

Source: CM/Rec(2019)10

The process of appraising knowledge, skills and/or competences of an individual against predefined criteria, specifying learning methods and expectations. Assessment is typically followed by validation and certification.

Source: CM/Rec(2011)2

An attitude is the overall mental orientation which an individual adopts towards someone or something (e.g. a person, a group, an institution, an issue, an event, a symbol). Attitudes usually consist of four components: a belief or opinion about the object of the attitude, an emotion or feeling towards the object, an evaluation (either positive or negative) of the object, and a tendency to behave in a particular way towards that object.

Source: Reference Framework of Competences for Democratic Culture Vol. 1

"Being online" comprises three domains that relate to the competences required to access the digital society and to express oneself safely and freely within the meaning of Article 10 of the European Convention on Human Rights. The three domains are:

• access and inclusion
• learning and creativity
• media and information literacy

Source: CM/Rec(2019)10

A combination of different modes of learning. Blended learning is often used to refer specifically to combination courses that use both in-classroom and online distance learning techniques.

The term “citizen” has two different meanings:
► someone who has the objective legal status of citizenship of a state as defined by the laws and regulations of that state; this status is usually indexed by whether or not that person holds the passport of that state;
► any individual who is affected by the political or civic decision making of a polity or community and who is able to engage with political and civic processes through one means or another. Not all of those who are citizens in this broad sense of the term are legal citizens. For example, first generation migrants may not have legal citizenship of the country in which they reside; however, even if they are unable to vote in national elections, they are able to participate in political and civic processes through a variety of other means, including community organisations, trade union membership and union politics, and membership of pressure groups (e.g. anti-racist, human rights or environmental organisations).

In the context of the Framework, the term “citizens” is used to denote all individuals who are affected by democratic decision making and who can engage with democratic processes and institutions (rather than to denote only those who hold legal
citizenship of a particular state).

Source: Reference Framework of Competences for Democratic Culture Vol. 1

The term "citizenship" has two different meanings:
► the legal status of a person with regard to a state (which is proved by a passport);
► the exercise of the rights and responsibilities of a citizen in a (participatory) democratic society.
A person can be a citizen of a state without involvement in public matters, while a person who is not a citizen (in the legal sense) can demonstrate active citizenship by engaging in various civic activities.

In the context of the Framework, the term “citizenship” refers to the active engagement of citizens with democratic processes and institutions, exercising their rights and responsibilities.

Source: Reference Framework of Competences for Democratic Culture Vol. 1

Civic-mindedness is an attitude towards other people, beyond family and friends. It involves a sense of belonging to a group or community, an awareness of other people in the group, an awareness of the effects of one s actions on those people, solidarity with the other members of the group, and a sense of civic duty towards the group. Groups or communities in relation to which civic-mindedness may be expressed include people who live within a particular geographical area (such as a neighbourhood, a town or city, a country, a group of countries such as Europe or Africa, or indeed the world in the case of the "global community"), ethnic groups, faith groups, leisure groups, or any other kind of social or cultural group to which an individual feels a sense of belonging. Every individual belongs to multiple groups, and an attitude of civic-mindedness may be held towards any number of these.

Source: Reference Framework of Competences for Democratic Culture Vol. 1

A "code of ethics" is a statement of ethical norms for the teaching profession that spells out the standards of ethical conduct expected of teachers and informs education stakeholders about what to expect when dealing with the teaching profession in terms of conduct and attitude.

Source: CM/Rec(2019)9

The term "codifying" in sub-paragraph c means transforming instances of good practice into some kind of norm to be applied more widely, which could be regulatory in character but is more likely to be in the form of guidelines or recommendations. By its nature, such codification is primarily for individual member states to adopt for application within their jurisdiction, but commonly agreed guidance or rules to be applied by several member states are also possible. Indeed the Charter itself is an example of the codification of good practice.

Source: CM(2010)32-add

"Community" is used here to denote a social or cultural group that is larger than one s immediate circle of family and friends and to which one feels a sense of belonging. There are numerous types of group that might be relevant here, for example, the people who live within a particular geographical area (such as a neighbourhood, a town or city, a country, a group of countries such as Europe or Africa, or indeed the world in the case of the "global community"), a more geographically diffused group (such as an ethnic group, faith group, leisure group, sexual orientation group), or any other kind of social or cultural group to which an individual feels a sense of belonging. Every individual belongs to multiple groups, and an attitude of civicmindedness may be held towards any number of these.

Source: Reference Framework of Competences for Democratic Culture Vol. 1

Competence is the ability to mobilise and deploy relevant values, attitudes, skills, knowledge and/or understanding in order to respond appropriately and effectively to the demands, challenges and opportunities that are presented by a given type of context. This implies selecting, activating, co-ordinating and organising the relevant set of values, attitudes, knowledge, understanding and skills and applying these through behaviour which is appropriate to those situations. In addition to this global and holistic use of the term "competence", the term "competences" (in the plural) is used in the Framework to refer to the specific individual resources (namely, the specific values, attitudes, skills, knowledge and understanding) that are mobilised and deployed in the production of competent behaviour.

Source: Reference Framework of Competences for Democratic Culture Vol. 1

Critical understanding involves the comprehension and appreciation of meanings, and it entails a certain way of relating to knowledge. It requires reflection on knowledge, critical analysis of its content, of its source, comparing various perspectives on the same topic, connecting newly acquired knowledge with knowledge acquired previously from various sources, situating knowledge in a specific sociocultural context, relativising its meaning, and evaluating different ideas and positions based on a variety of arguments. Thus, critical understanding involves active reflection on and critical evaluation of that which is being understood and interpreted (as opposed to automatic, habitual and unreflective interpretation). Critical understanding is demonstrated by the ability not just to reproduce knowledge but to apply it in new contexts and in creative ways.

Source: Reference Framework of Competences for Democratic Culture Vol. 1

Culture is a set of distinctive spiritual, material, intellectual and emotional features of society or a social group that encompasses not only art and literature but also lifestyles, ways of living together, value systems, traditions and beliefs. A distinction may be drawn between material (physical artefacts such as food, clothing, housing, goods, tools, artistic products, etc.), social (language, religion, laws, rules, family structure, labour patterns, folklore, cultural icons, etc.) and subjective (shared knowledge, beliefs, memories, identities, attitudes, values and practices) aspects of culture. This set of cultural resources is distributed across the entire social group with each individual member appropriating and using only a subset of the cultural resources potentially available to them. This explains the variability within each cultural group and may result in contested or blurred group boundaries.

Source: Reference Framework of Competences for Democratic Culture Vol.1

The CDC model is by definition best used for a competence-based curriculum. Curriculum design in this approach is centred on learning, that is, learners are the CDC and curriculum _ Page 17 focus of the selection of the curriculum components. Curriculum designers need to conceive, select and formulate the curriculum components in such a way as to ensure coherence between the curriculum approach, the curriculum and the educational practices

Source: Reference Framework of Competences for Democratic Culture Vol. 3

Democracy is government by or on behalf of the people where a main feature of government is to be responsive to the views of the majority. In a democracy, the supreme power is vested in the people and exercised directly by them (direct democracy) or by their elected agents under a free electoral system (representative democracy).

Source: Reference Framework of Competences for Democratic Culture Vol. 1

"Democratic citizenship" means: assuming and exercising one s rights and responsibilities in society, by participating in civic and political life, and by valuing human rights and social and cultural diversity

Source: CM/Rec(2007)13

"Democratic competence" is the ability to mobilise and deploy relevant psychological resources (namely values, attitudes, skills, knowledge and/or understanding) in order to respond appropriately and effectively to the demands, challenges and opportunities presented by democratic situations

Source: Reference Framework of Competences for Democratic Culture Vol. 1

Democracy is more than the sum of its institutions. A healthy democracy depends in large part on the development of a democratic civic culture.

The term “democratic culture” emphasises the fact that, while democracy cannot exist without democratic institutions and laws, such institutions and laws cannot work in practice unless they are grounded in a culture of democracy, that is, in democratic values, attitudes and practices shared by citizens and institutions.

Among other things, these include a commitment to the rule of law and human rights, a commitment to the public sphere, a conviction that conflicts must be resolved peacefully, acknowledgement of and respect for diversity, a willingness to express one’s own opinions, a willingness to listen to the opinions of others, a commitment to decisions being made by majorities, a commitment to the protection of minorities and their rights, and a willingness to engage in dialogue across cultural divides.

It also includes concern for the sustainable well-being of fellow human beings, as well as for the environment in which we live.

Source: Reference Framework of Competences for Democratic Culture Vol. 1

"Democratic school" means: a school where governance is based on human rights, empowerment and involvement of students, staff and stakeholders in all important decisions.

Source: CM/Rec(2007)13

A descriptor is a statement describing an observable and assessable behaviour of a learner which demonstrates the attainment or achievement of a certain level of proficiency in relation to a specific competence. Descriptors are positively formulated, and independent of one another.

Source: Reference Framework of Competences for Democratic Culture Vol. 1

"Digital citizen" is a person who masters the competences for democratic culture in order to be able to competently and positively engage with evolving digital technologies; participate actively, continuously and responsibly in social and civic activities; be involved in a process of lifelong learning (in formal, informal and non-formal settings) and be committed to defending continuously human rights and dignity.

Source: CM/Rec(2019)10

"Digital citizenship" is the capacity to participate actively, continuously and responsibly in communities (local, national, global, online and offline) at all levels (political, economic, social, cultural and intercultural).

Source: CM/Rec(2019)10

"Digital citizenship education" is the empowerment of learners of all ages through education or the acquisition of competences for learning and active participation in digital society to exercise and defend their democratic rights and responsibilities online, and to promote and protect human rights, democracy and the rule of law in cyberspace.

Source: CM/Rec(2019)10

A "diploma mill" (also known as a "degree mill") is an institution or organisation which is not recognised by national competent authorities or organisations as an institution accredited or authorised by the law of any member State to confer awards or qualifications, and which purports, by means of misrepresentation, to issue such awards or qualifications.

Source: CM/Rec(2022)18

A disposition is an enduring organisation of internal psychological factors that is expressed as a stable and consistent tendency to exhibit particular patterns of thinking, feeling or behaving across a broad range of circumstances in the absence of external coercion or extrinsic rewards. Dispositions need to be distinguished from capabilities. For example, people may be able to generate arguments that are opposed to their own position on an issue when they are asked to do so (they have the capability) but they generally tend not to do so (they do not have the disposition). Likewise, people might have the skills, knowledge and understanding that are required to engage in a particular kind of behaviour, but lack the disposition to use them. A disposition is therefore a cluster of preferences and intentions plus a set of capabilities that allow this cluster to be realised in a particular way. Dispositions are excluded from the Framework, because they are implicit in the definition of competence which underpins the entire Framework that is, competence as the mobilisation and deployment of competences through behaviour. If competences are not mobilised and deployed (if there is no disposition to use them in behaviour), then an individual cannot be deemed to be competent. In other words, having the disposition to use one s competences in behaviour is intrinsic to the very notion of competence there is no competence without this disposition.

Source: Reference Framework of Competences for Democratic Culture Vol. 1

Education for democratic citizenship is education, training, awareness raising, information, practices and activities which aim, by equipping learners with knowledge, skills and understanding and developing their attitudes and behaviour, to empower them to exercise and defend their democratic rights and responsibilities in society, to value diversity and to play an active part in democratic life, with a view to the promotion and protection of democracy and the rule of law.

Source: CM/Rec(2010)7

"Education for sustainable development" is, according to a report of the Director-General of UNESCO in August 2005, "part of preparing for responsible citizenship, committed to the ideals of a sustainable world, a world that is just, equitable and peaceable, in which individuals care for the environment to contribute to intergenerational equity"

Source: CM(2010)32-add

"Education fraud" is behaviour or action occurring in the field of education intended to deceive and obtain an unfair advantage. It includes: (i) the activities of diploma mills, accreditation mills, visa mills, essay mills and essay banks, as defined below; (ii) impersonation by undertaking in whole or in part any work or assessment required as part of a programme in the place of an enrolled learner; (iii) illegal or irregular use of authentic documents; (iv) plagiarism; (v) production or use of forged, plagiarised or counterfeit documents; and (vi) the offer of unrecognised or unaccredited qualifications with the intention of deceiving another.

Source: CM/Rec(2022)18

The term "education stakeholders" designates: school teachers, academic staff in higher education, school pupils, higher education students, parents/guardians/carers of school pupils, parents/guardians/carers of higher education students, employers and managers within the education system, relevant public officials and the political leaders and representatives of broader civil society.

Source: CM/Rec(2019)9

Empathy is the set of skills required to understand and relate to other people s thoughts, beliefs and feelings, and to see the world from other people s perspectives. Empathy involves the ability to step outside one s own psychological frame of reference (to decentre from one s own perspective) and the ability to imaginatively apprehend and understand the psychological frame of reference and perspective of another person. This skill is fundamental to imagining the cultural affiliations, world views, beliefs, interests, emotions, wishes and needs of other people.

Source: Reference Framework of Competences for Democratic Culture Vol. 1

An "essay bank" is an organisation or an individual from which or whom students can purchase pre-written essays on topics relevant to their studies.

Source: CM/Rec(2022)18

An "essay mill" (otherwise referred to as a provider of contract cheating services) is an organisation or an individual, usually with a web presence, which enters into contracts with students or their representatives to complete, in full or in part, one or more assignments (including student work such as essays, projects, theses and dissertations) for financial gain, whether or not the content is plagiarised, leading to a form of academic misconduct. For the avoidance of doubt, an essay mill does not include providers of private tutoring services lawfully operating within national legislation or regulations.

Source: CM/Rec(2022)18

The term "ethnic minority" is for each country to define as no international human rights convention defines this term. The approach and the methods adopted to promote women from migrant, ethnic and cultural minority communities would often be similar to measures adopted to promote women in general. The aim here is to include certain groups of women, which means that the methods used would be adapted to their particular needs.

Source: CM(2003)23-Add

Ethnocentrism is the view of things in which one s own primary culture is the centre of everything, and all others are scaled and rated with reference to it. Ethnocentrism is also understood as a prejudice expressed by thinking one s own group s ways are superior to others. Three forms of ethnocentrism may be distinguished:

Source: Reference Framework of Competences for Democratic Culture Vol. 1

"ETINED principles" are those principles and values developed by the Council of Europe Platform on Ethics, Transparency and Integrity (ETINED) in accordance with its mandate, based on the concept that quality education will only be achieved, and education fraud effectively addressed, if all relevant sectors of society fully adhere to a set of fundamental ethical principles, both in public and professional life, while relying upon legal norms and structures. The ETINED mandate seeks to develop and support a culture of democracy and participation based on the principles of ethics, transparency and integrity in education.

Source: CM/Rec(2022)18

"Formal education" means the structured education and training system that runs from pre-primary and primary through secondary school and on to university. It takes place, as a rule, at general or vocational educational institutions and leads to certification.

Source: CM/Rec(2010)7; Reference Framework of Competences for Democratic Culture Vol. 1

Learning that occurs in an organised and structured environment (for example, in an educational or training institution or on the job) and is explicitly designated as learning (in terms of objectives, time or resources). Formal learning is intentional from the learner s point of view. It typically leads to validation and certification.

Source: CM/Rec(2011)2

An international instrument (binding or non-binding), addressed to states and containing agreed standards and policies to follow in the field of education for democratic citizenship and human rights education.

Source: CM(2010)32-add

"Fraudulent education service providers" include accreditation mills, diploma mills, essay mills, essay banks and visa mills, whether stand-alone or part of larger undertakings.

Source: CM/Rec(2022)18

"Gender budgeting" means: the application of gender mainstreaming to the budgetary process, namely, gender-based assessment of budgets, bringing a gender perspective into all levels of that process, and restructuring revenue and expenditure to promote gender equality

Source: CM/Rec(2007)13

"Gender mainstreaming" means: the (re)organisation, improvement, development and evaluation of policy processes, to ensure that a gender equality perspective is incorporated at all levels and stages of all policies by those normally involved in policy making

Source: CM/Rec(2007)13

The concept of "governance" in English (which was the language in which the Charter was negotiated) is a complex one, making it hard to translate into other languages by a single word. It goes beyond mere management and the processes of decision-making to the relationship of these processes and decisions to agreed values and preferences. One definition is:

Source: CM(2010)32-add

"Home language/s" refers to the language/s of domestic communication and the language/s acquired in early childhood, including sign languages. The term is used to refer to any and all languages used in a home context and does not imply a value judgment.

Source: CM/Rec(2022)1

"Human rights education" means education, training, awareness raising, information, practices and activities which aim, by equipping learners with knowledge, skills and understanding and developing their attitudes and behaviour, to empower learners to contribute to the building and defence of a universal culture of human rights in society, with a view to the promotion and protection of human rights and fundamental freedoms.

Source: CM/Rec(2010)7; Reference Framework of Competences for Democratic Culture Vol. 1

The term "identity" denotes a person's sense of who they are and the self-descriptions to which they attribute significance and value. Most people use a range of different identities to describe themselves, including both personal and social identities. Personal identities are those identities that are based on personal attributes (e.g. caring, tolerant, extroverted), interpersonal relationships and roles (e.g. mother, friend, colleague) and autobiographical narratives (e.g. born to working-class parents, educated at a state school). Social identities are instead based on memberships of social groups (e.g. a nation, an ethnic group, a religious group, a gender group, an age or generational group, an occupational group, an educational institution, a hobby club, a sports team, a virtual social media group); cultural identities (the identities that people construct on the basis of their membership of cultural groups) are a particular type of social identity, and are central to the concerns of the Framework.

Source: Reference Framework of Competences for Democratic Culture Vol. 1

The lifelong process whereby every individual acquires attitudes, values, skills and knowledge from the educational influences and resources in his or her own environment and from daily experience (family, peer group, neighbours, encounters, library, mass media, work, play, etc).

Source: CM/Rec(2010)7; Reference Framework of Competences for Democratic Culture Vol. 1

Learning resulting from daily activities related to work, family or leisure. It is not organised or structured in terms of objectives, time or learning support. Informal learning is mostly unintentional from the learner's perspective.

Source: CM/Rec(2011)2

Intercultural competence is the ability to mobilise and deploy relevant psychological resources in order to respond appropriately and effectively to the demands, challenges and opportunities presented by intercultural situations. More specifically, it involves a combination of values, attitudes, skills, knowledge and critical understanding applied through action which enables one to:

Source: Reference Framework of Competences for Democratic Culture Vol. 1

Intercultural dialogue is an open exchange of views, on the basis of mutual under-standing and respect, between individuals or groups who perceive themselves as having different cultural affiliations from each other. It requires the freedom and ability to express oneself, as well as the willingness and capacity to listen to the views of others. Intercultural dialogue fosters constructive engagement across perceived cultural divides, reduces intolerance, prejudice and stereotyping, and contributes to political, social, cultural and economic integration and the cohesion of culturally diverse societies. It fosters equality, human dignity and a sense of common purpose. It aims to develop a deeper understanding of diverse world views and practices, to increase co-operation and participation (or the freedom to make choices), to allow personal growth and transformation, and to promote respect for the other.

Source: Reference Framework of Competences for Democratic Culture Vol. 1

Knowledge is the body of structured and interconnected information which an individual possesses and is closely connected to the notion of understanding. In education, knowledge is seen as an essential element of curriculum, often referred to as curriculum content, and encompasses the essential elements which humanity accumulated in time and which school is supposed to pass on to new generations in order to advance in the understanding of the world and in the progress of human society.

Source: Reference Framework of Competences for Democratic Culture Vol. 1

"Landscape" means an area, as perceived by people, whose character is the result of the action and interaction of natural and/or human factors

Source: Recommendation CM/Rec(2008)3 of the Committee of Ministers to member States on the guidelines for the implementation of the European Landscape Convention

"For the purposes of the convention: d. Landscape protection means actions to conserve and maintain the significant or characteristic features of a landscape, justified by its heritage value derived from its natural configuration and/or from human activity;" (Article 1 of the European Landscape Convention Definitions)

Source: Recommendation CM/Rec(2008)3 of the Committee of Ministers to member States on the guidelines for the implementation of the European Landscape Convention

"For the purposes of the convention: f. Landscape planning means strong forward-looking action to enhance, restore or create landscapes." (Article 1 of the European Landscape Convention Definitions)

Source: Recommendation CM/Rec(2008)3 of the Committee of Ministers to member States on the guidelines for the implementation of the European Landscape Convention

Landscape policy means an expression by the competent public authorities of general principles, strategies and guidelines that permit the taking of specific measures aimed at the protection, management and planning of landscapes;" (Article 1 of the European Landscape Convention Definitions)

Source: Recommendation CM/Rec(2008)3 of the Committee of Ministers to member States on the guidelines for the implementation of the European Landscape Convention

"Landscape protection" means actions to conserve and maintain the significant or characteristic features of a landscape, justified by its heritage value derived from its natural configuration and/or from human activity

Source: Recommendation CM/Rec(2008)3 of the Committee of Ministers to member States on the guidelines for the implementation of the European Landscape Convention

"Landscape quality objective" means, for a specific landscape, the formulation by the competent public authorities of the aspirations of the public with regard to the landscape features of their surroundings

Source: Recommendation CM/Rec(2008)3 of the Committee of Ministers to member States on the guidelines for the implementation of the European Landscape Convention

The term "language" is used in the Framework to denote all linguistic systems, whether recognised as languages or considered to be varieties of recognised languages, irrespective of modality. It includes spoken and signed language and all other forms of non-spoken language. The terms "verbal" and "non-verbal" communication in this context therefore mean, respectively, "communication effected by means of language" and "communication effected by means other than language"

Source: Reference Framework of Competences for Democratic Culture Vol. 1

"Language/s of schooling" refers to the dominant language/s of learning and teaching, extra-curricular activities and institutional management. It embraces both language as a subject in its own right (literacy, literature) and language in other subjects (for example, history, maths, science). In most contexts, the language of schooling is a national or official regional language; sign languages may be used in the education of the deaf.

Source: CM/Rec(2022)1

"Learners" refers not only to children and young people in formal education but includes people of all ages engaged in formal, informal and non-formal education in accordance with the principle of lifelong learning.

Source: CM/Rec(2019)10

A learning outcome is a statement of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning.

Source: Reference Framework of Competences for Democratic Culture Vol. 1

"Lifelong learning" refers to the ongoing, self-motivated acquisition of competences by citizens to enhance personal development, social inclusion and self-sustainability, and enable active participation in society. Lifelong learning is supported by the provision of formal, informal and non-formal learningopportunities throughout people s lives, in particular as a means of being able to participate meaningfully in areas of life that are increasingly permeated by digital technology and artificial intelligence.

Source: CM/Rec(2019)10

"Mediation" refers to activities that facilitate communication between individuals or groups who, for whatever reason, are unable to communicate with each other directly. In an extended sense, mediation refers to the linguistic and cultural processes by which schools and other educational institutions help their learners to negotiate meaning, construct knowledge and engage with linguistic and cultural diversity.

Source: CM/Rec(2022)1

"Multilingualism" refers to the presence of two or more languages in a community or society.

Source: CM/Rec(2022)1

Multiperspectivity is the analysis and presentation of situations, events, practices, documents, media representations, societies and cultures, taking into account multiple points of view in addition to one s own. Multiperspectivity presupposes:

Source: Reference Framework of Competences for Democratic Culture Vol. 1

A national machinery is defined as "an institutional governmental and, in some cases, parliamentary structure set up to promote women s advancement and to ensure the full enjoyment by women of their human rights. Its main function is to monitor and to ensure the implementation of the law, of the principle of non-discrimination and equality between women and men."

Source: CM(2003)23-Add

"Non-formal education" means any planned programme of education designed to improve a range of skills and competences, outside the formal educational setting.

Source: CM/Rec(2010)7; Reference Framework of Competences for Democratic Culture Vol. 1

Learning which is embedded in planned activities not always explicitly designated as learning (in terms of learning objectives, learning time or learning support), but which contain an important learning element. Non_formal learning is intentional from the learner s point of view.

Source: CM/Rec(2011)2

The term "parity thresholds" is defined in the final report of the Council of Europe s Group of specialists on equality and democracy as: "legal/statutory provisions enshrining the rule of parity by fixing a parity threshold, e.g. 40% at least of each sex, in the composition of the consultative organs of the state (councils, commissions, working groups, etc), in elected assemblies and, if needed, in juries (and other judicial bodies) as well as in the structures of the political parties, trade unions and the decision-making bodies of the media."

Source: CM(2003)23-Add

"Plagiarism" means using work, ideas, content, structures or images without giving appropriate credit or acknowledgment to the original source(s), especially where originality is expected. The term "plagiarised" applies to the ideas, content, structures or images in question.

Source: CM/Rec(2022)18

"Plurilingual and intercultural education" is a holistic concept that has an impact on all areas of education policy and practice. Setting out to foster the development of integrated linguistic repertoires in which languages interrelate and interact, it takes explicit account of and seeks to bring into interaction with one another:

Source: CM/Rec(2022)1

Plurilingualism is the capacity of an individual to use several languages receptively and/or productively, whatever level of competence that they have in each of them (RFDC); "Plurilingualism" is "the potential and/or actual ability to use several languages to varying levels of proficiency and for different purposes" (Guide for the Development of Language Education Policies in Europe, p. 10). As a "communicative competence to which all knowledge and experience of language contributes and in which languages interrelate and interact", plurilingualism develops "as an individual person s experience of language in its cultural contexts expands, from the language of the home to that of society at large and then to the languages of other peoples (whether learnt at school or college, or by direct experience)" (Common European Framework of Reference for Languages, section 1.3).

Source: Reference Framework of Competences for Democratic Culture Vol. 1; Guide for the Development of Language Education Policies in Europe, p. 10; Common European Framework of Reference for Languages, section 1.3

"Plurilingual repertoire" refers to the different languages an individual is able to use. The languages may have been learnt in different contexts (in the home, through social contact, at school, etc.); they may be used for different purposes (communicating with the family, socialising with neighbours, studying at school or university, etc.); sometimes two or more of them may be used at the same time. Plurilingual repertoires are dynamic in the sense that their constituent languages interrelate and interact, and they are fluid, tending to change over the course of a lifetime. It is usual to have different levels of competence in the various languages of a plurilingual repertoire.

Source: CM/Rec(2022)1

"Prevention of crimes against humanity" means any process of reflection calling for vigilance or action to tackle modern-day outbreaks of mass violence.

Source: CM/Rec(2022)5

A "professional body" is an organisation with individual members practising a profession or occupation for which the organisation maintains an oversight of the knowledge, skills, conduct and practice of that profession or occupation, including trade unions.

Source: CM/Rec(2019)9

"Professionals in education" refers to teachers and professionals in formal education and early childhood care, as well as those who in their professional capacity support learners, such as school psychologists, pedagogues, librarians, teaching assistants and tutors.

Source: CM/Rec(2019)10

"Public authority" is understood to be any body, organ, entity or other organisation, at any level, empowered to supervise, oversee or make decisions, representing or acting on behalf of the population in the territory concerned, irrespective of its legal status under public or private law. Public authorities may be competent at local, regional or national level, in accordance with the constitutional arrangements of the country concerned.

Source: CM/Rec(2012)13

"Public responsibility" is understood as the responsibility of public authorities. It may be exercised in different ways and at different levels (national, regional, local or a combination of these) in different countries and at different levels of education. It may be exercised directly by the competent public authority or by other persons or bodies duly empowered to act on its behalf, for the duration of this mandate or until such time as the mandate is withdrawn. The term "public responsibility" may be used in different meanings in various contexts. In Recommendation CM(2007)20-add it specifies the sense in which the term is used for the purposes of the Recommendation: it addresses the issue of public responsibility for rather than of higher education and research, and it refers to the responsibility of public authorities, which may be exercised in different ways and at different levels.

Source: CM/Rec(2012)13; CM(2007)20-add

The terms "pupils" and "students" designate persons enrolled in an education programme.

Source: CM/Rec(2012)13

"Qualifications" includes all forms of certification issued by a competent authority attesting to the successful completion of an education programme, including certificates issued by service providers, professional and employment organisations and associations. This term covers new forms of certification that may be developed in the future.

Source: CM/Rec(2022)18

"quality education" is understood as education which:

Source: CM/Rec(2012)13

Formal recognition: the process of granting official status to skills and competences:

Source: CM/Rec(2011)2

"Remembrance of the Holocaust and of the crimes committed by the Nazis, their accomplices and collaborators" is primarily the remembrance of all victims of Nazi crimes, namely the Jews, who were the chief and systematic targets of the National Socialist regime, people with disabilities, Roma and Sinti, Slavs in particular Poles , homosexuals, Jehovah s Witnesses, political opponents, resistance movement members, Soviet prisoners of war, "social misfits" and others.

Source: CM/Rec(2022)5

"Resistance fighters against crimes committed by the Nazis, their accomplices and collaborators" refers to all those involved in the resistance movements, both armed and civil, including the rescuers and the Righteous Among the Nations, who chose to protect their Jewish fellow citizens, more often than not endangering their own lives.

Source: CM/Rec(2022)5

Respect is an attitude towards someone or something (e.g. a person, a belief, a symbol, a principle, a practice) where the object of that attitude is judged to have some kind of importance, worth or value which warrants positive regard and esteem. Depending on the nature of the object that is respected, the respect may take on very different forms (cf. respect for a school rule versus respect for an elder s wisdom versus respect for nature). One type of respect that is especially important in the context of democratic culture is the respect that is accorded to other people who are perceived to have different cultural affiliations or different beliefs, opinions or practices from oneself. Such respect does not require agreement with, adoption of or conversion to that which is respected it is instead an attitude that involves the positive appreciation of the other and of their differences from the self, while nevertheless recognising and acknowledging the differences which exist. An attitude of respect is required to facilitate both democratic interaction and intercultural dialogue with others. However, limits do need to be placed on respect for example, respect should not be accorded to beliefs, opinions, lifestyles or practices which undermine or violate the dignity and human rights of others.

Source: Reference Framework of Competences for Democratic Culture Vol. 1

Responsibility is an attitude towards one s own actions. It involves being reflective about one s actions, forming intentions about how to act in a morally appropriate way, conscientiously performing those actions, and holding oneself accountable for the outcomes of those actions.

Source: Reference Framework of Competences for Democratic Culture Vol. 1

"Rights online" refers to four competences related to the rights and responsibilities of citizens in complex and diverse societies within the digital context:

• active participation
• rights and responsibilities
• privacy and security
• consumer awareness

Source: CM/Rec(2019)10

Self-efficacy is an attitude towards the self. It involves a positive belief in one s own ability to undertake the actions which are required to achieve particular goals, and confidence that one can understand issues, select appropriate methods for accomplishing tasks, navigate obstacles and new challenges successfully, influence what happens, and make a difference in the world.

Source: Reference Framework of Competences for Democratic Culture Vol. 1

"Sense-making practice" refers to the good practices that have a positive impact on individuals and/or communities; have been proven through implementation to be effective in realising a specific objective; can be reproduced and are adaptable to different contexts; respond to current and future needs of the target population; are technically, economically and socially feasible and sustainable; contribute to an inclusive society and are adaptable for individuals with special educational needs; and are a participatory process that can generate a sense of ownership in those involved.

Source: CM/Rec(2019)10

In the context of the Framework, a skill is the capacity for carrying out a complex, well-organised pattern of either thinking or behaviour in an adaptive manner in order to achieve a particular end or goal.

Source: Reference Framework of Competences for Democratic Culture Vol. 1

"Stakeholders" include all those with a legitimate interest in digital citizenship education, such as learners, professionals in education and early childhood care, parents, school management, academia, business enterprises, civil society, media, and national or international regulatory and other authorities.

Source: CM/Rec(2019)10

A "teacher" is any person who provides education and/or training to pupils or students of all levels and in all sectors of education and training in the context of formal and/or informal learning processes. The definition of the term "teacher" extends to all staff members with teaching responsibilities, including for example researchers, postdoctoral researchers, PhD candidates and/or experts in professional education.

Source: CM/Rec(2019)9

The term "teaching materials" should be understood in a broad sense, and include textbooks, lesson plans, open educational resources and digital pedagogical material.

Source: CM/Rec(2020)2

The "teaching profession" is the collective body of professional teachers within the structural and organisational context in which they operate.

Source: CM/Rec(2019)9

The "10 digital domains" underpin the overall concept of digital citizenship and can be used as a framework for placing the competences for democratic culture into the digital environment. These are conceptually divided into three clusters; "Being online", "Well-being online" and "Rights online".

Source: CM/Rec(2019)10

Tolerance may be construed either as a social phenomenon or as an attitude of individuals. If the focus is on tolerance as an attitude of an individual, there are three possible interpretations of tolerance:

Source: Reference Framework of Competences for Democratic Culture Vol. 1

Tolerance of ambiguity is an attitude towards situations which are uncertain and subject to multiple conflicting interpretations. People with high tolerance of ambiguity evaluate these kinds of objects, events and situations in a positive manner and deal with them constructively, while people with low tolerance for ambiguity adopt a rigid single perspective on unclear situations and are inflexible in their thinking about the world.

Source: Reference Framework of Competences for Democratic Culture Vol. 1

The confirmation by a competent body that learning outcomes (knowledge, skills and/or competences) acquired by an individual in a formal, non-formal or informal setting have been assessed against predefined criteria and are compliant with the requirements of a validation standard. Validation typically leads to certification.

Source: CM/Rec(2011)2

A value is a belief about a desirable goal that motivates action and serves as a guiding principle in life across many situations. Values have a normative prescriptive quality about what should be done or thought. Values offer standards or criteria for: making evaluations; justifying opinions, attitudes and conduct; planning behaviour and deciding between alternatives; attempting to influence others; and presenting the self to others. Values are linked to emotions in that, when they are activated, they are infused with feeling. They also provide structures around which more specific attitudes are organised. They influence attitudes, and assessing people s values can help to predict their attitudes and their behaviour. People organise their values into hierarchies in terms of their relative importance, and the relative importance of values often changes across the lifespan. At the individual psychological level, values are internalised social representations or moral beliefs that people appeal to as the ultimate rationale for their actions. However, values are not simply individual traits but social agreements about what is right, good, or to be cherished. They are codes or general principles guiding action, not the actions themselves nor specific checklists of what to do and when to do it. Values underlie the sanctions for some behavioural choices and the rewards for others. A value system presents what is expected and hoped for, what is required and what is forbidden.

Source: Reference Framework of Competences for Democratic Culture Vol.1

A "visa mill" is an institution or organisation (in any legal form) which is neither recognised by national competent authorities nor authorised by the law of any member State as an education institution, and which misrepresents itself as such with the objective of circumventing immigration law by supporting applications for visas or other permits which allow students to stay, study, work or access public funds in a given member State or in a group of member States (for example the Schengen area) with a common visa scheme.

Source: CM/Rec(2022)18

"Well-being" onlinecomprises three domains that can help users to engage positively in digital society:

• ethics and empathy
• health and well-being
• e-presence and communication

Source: CM/Rec(2019)10