Iceland
2016 Report on the State of Citizenship and Human Rights Education in Europe
Questionnaire filled in by the Ministry of Education, Science and Culture
GENERAL QUESTIONS
Q1 Would you agree that citizenship and human rights education is a means to address…
a) … violent extremism and radicalisation leading to terrorism?
To a great extent
b) … integration of migrants and refugees?
To a great extent
c) … consequences of the economic crisis / austerity measures / social exclusion?
To a medium extent
d) … the deficit of democratic participation of both vulnerable and non-vulnerable groups in society with the overall aim of building cohesive and equitable societies?
To a great extent
Q2 In your country, is priority given to…
a) … EDC/HRE at national government level
To a large extent
b) … EDC/HRE at local government level
To a large extent
c) … EDC/HRE at educational institution level (school, college, university)
To a fair extent
d) … supporting training about EDC/HRE for teachers and school leaders
To a little extent
e) … making resources / materials about EDC/HRE available
To a fair extent
f) … making financial support for EDC/HRE available
To a little extent
g) … supporting co-operation with NGOs, including youth organisations, in the field of EDC/HRE?
To a large extent
Further comments
Q3 What is needed for citizenship and human rights education to receive a greater priority in your country?
a) Improved awareness of relevance of EDC/HRE for meeting the current challenges in our societies
To a fair extent
b) Availability of data on effectiveness of EDC/HRE with respect to meeting the current challenges in our societies, including examples of good practice
To a large extent
c) Advocacy by civil society organisations
To a little extent
d) Advocacy by prominent personalities
To a little extent
e) Increased visibility of EDC/HRE in the media coverage
To a fair extent
f) Political will
To a fair extent
g) Political pressure from regional and international institutions
To a fair extent
h) More resources allotted to EDC/HRE
To a fair extent
i) Other
To a fair extent
Please specify “other”
Teachers' education and staff development
Further comments
Q4 In your country, are there any inconsistencies between...
a)…statements of principle (on the value of EDC/HRE in education for all people) and existing education policies?
Not at all
b)…EDC/HRE policies and their implementation in practice?
Not at all
c)…EDC/HRE policies and other policy sectors?
Not at all
Please describe the existing inconsistences:
The implementation of the EDC/HRE in Icelandic schools has not been evaluated.
Further comments
Q5 In your country, have strategic approaches / measures been taken to counter these inconsistencies, since 2012?
Yes
If yes, please specify:
Publication of thematic brochures on EDC/HRE in late 2012.
Financial support to developmental projects at all school level for EDC/HRE.
Strategic plan on the revision of school curriculum at all level.
Ministerial Conference on the fundamental pillars of education, including EDC/HRE, in 2012.
If no, please explain why not:
Further comments
Q6 Have concrete measures/activities been taken to promote citizenship and human rights education in your country since 2012, in accordance with the objectives and principles of the Charter? (NB: this includes work done in the framework of the UN World Programme for Human Rights Education and other relevant international programmes and initiatives)
Yes
If yes, please specify:
- In 2012/13: Intense promotion at national level all around the country on the intent and scope of the fundamental pillars of the national curriculum, including EDC/HRE, both for schools' staff and parents.
- Before the end of 2015 all schools had to define how they integrate EDC/HRE into other subjects and general school activities at all school levels.
- From 2015 the Directorate of Education has been developing indicators to measure the implementation of the fundamental pillars, including EDC/HRE.
If no, please explain why not:
Further comments
Q7 Are there any measures/activities planned to promote citizenship and human rights education in your country, in accordance with the aims and objectives of the Charter?
No
If yes, please specify:
If no, please explain why not:
No additional measures to the one mentioned above. Implementation in still ongoing but there are plans to evaluate the implementation in the near future. Revision of the national curriculum will be based on the results of the evaluation.
Further comments
Q8 Is the Charter…
a)…available in the language(s) of your country?
Yes
b)…available in the minority language(s) of your country?
No
c)…available on the website of the Ministry of Education or another relevant body?
Yes
d)… disseminated to the target audiences by other means?
Yes
If no, please explain why not:
Further comments
Q9 The Council of Europe has produced a number of tools and resources to promote and support citizenship and human rights education within and across the States Party to the European Cultural Convention. These tools and resources are available at: www.coe.int/en/web/edc/resources and at: www.coe.int/compass (Please indicate the usefulness, in your country, of the following Council of Europe tools and resources.)
a) Charter on EDC/HRE
Moderately used
b) Strategic Support for Decision-makers: Policy Tool for EDC/HRE
Moderately used
c) Democratic Governance of Schools
Moderately used
d) How all Teachers Can Support EDC/HRE: A Framework for the Development of Competencies
Moderately used
d) Quality Assurance of EDC in Schools
Moderately used
e) School-Community-University Partnerships for Sustainable Democracy: EDC in Europe and the US
Moderately used
f) Living Democracy' Manuals for Teachers
Scarcely used
g) A Compendium of Good Practice in HRE
Scarcely used
h) Compass, manual for human rights education with young people
Extensively used
i) Compasito, manual for human rights education with children
Extensively used
j) Human Rights and Democracy Start with Us – Charter for All
Moderately used
k) Curriculum development and review for democratic citizenship and human rights education
Moderately used
l) Multimedia Material (ex. video “Beat Bullying”, series of cartoons “Democracy and Human Rights at School”, video “Corporal punishment at school : how two parents decided to change things”)
I do not know/Information not available
m) “Freedom(s) - Learning activities for secondary schools on the case law of the European Court of Human Rights
I do not know/Information not available
Other (please specify: ______)
If these resources were useful, please specify:
If these resources were not useful, please specify:
Further comments
QUESTIONS ON SPECIFIC ARTICLES OF THE CHARTER
SECTION 1: GENERAL PROVISIONS
Article 3. Relationship between education for democratic citizenship and human rights education
Q10 Is there a shared working definition of citizenship and human rights education in your country?
Yes
In case if there is no shared working definition of citizenship and human rights education, please explain why not:
Please provide the name of the term in English and in original language as well as its definition and indicate the references and/or web link.
Democracy and human rights (Lýðræði og mannréttindi). Definition: When a matter of ethical opinion arises in a democracy, people take a stand and, moreover, they take an active part in shaping society. In a democracy the citizens enjoy human rights and decide on all major issues collectively. The prerequisite of democracy is collective responsibility, consciousness and activity of the citizens and this makes them capable of participating in shaping their society and influencing it, both at home and away. Respect for the human value and health of children and youth involves both respect for their human rights and acceptance of their talents and possibilities for development. Attitudes, values and ethics are essential factors in education for democracy and are at the same time an intrinsic part of other fundamental pillars of education. Schools are to cultivate the attitude that society is to be democratic and individuals are to be critical and have a vision of the future. Democracy is important in schools. Firstly, schools have to take into consideration that children and youth will in the future take part in democratic society and therefore it is important for children to learn about such societies. Secondly, in all their working methods schools have to take into consideration that the human rights of every individual have to be respected. It is expected that children and youth learn democracy by learning about democracy in a democracy. In all education, tasks and methods of the school it is important to keep in mind pupils’ interest and responsibility for their own education. Furthermore, knowledge of the basic rights of children and adults has to be improved, taking into consideration Icelandic legislation and international conventions. Social studies and life skills are basic subjects for knowledge of democracy and human rights, and of attitudes towards these factors. Democratic outlook is, however, relevant in all other subjects. Democratic values will not be established, unless all subjects and all fields of study are used for this purpose. Concern for people, animals and the environment is also part of democratic education and relevant in all subjects. Education for democracy and human rights is based on critical thinking and reflection on the basic values of society. Such education relies on cooperation with parties outside the school, no less than cooperation within the school. Thus active cooperation is expected from the homes of children and youth concerning sports and youth work. Active cooperation with the local community within the municipality or area is required, but such cooperation is one of the key factors of sustainability. It is essential for democratic schools to take in this way part in creating a sustainable society of collective responsibility. See further: http://brunnur.stjr.is/mrn/utgafuskra/utgafa.nsf/xsp/.ibmmodres/domino/OpenAttachment/mrn/utgafuskra/utgafa.nsf/C590D16CBC8439C500257A240030AE7F/Attachment/adskr_grsk_ens_2012.pdf
SECTION 2: OBJECTIVES AND PRINCIPLES
Article 5. Objectives and Principles
Q11 In your country, to what extent do education laws, policies, and strategic objectives explicitly refer to citizenship and human rights education
a) … in formal education at pre-primary, primary and secondary level?
Moderately
b) … in vocational education and training?
Scarcely
c) … in higher education?
Scarcely
d) … in the training of education personnel?
Moderately
e) … in youth policy and non-formal education?
Extensively
In case if education laws, policies, and strategic objectives do refer explicitly to EDC/HRE, please specify:
The objective articles of the laws on preschool, compulsory and upper secondary school level address the values of democracy and human rights, although they do not explicitly refer to these concepts. The National Curriculum Guides for these school levels do refer explicitly to EDC/HRE as being one of six fundamental pillars of education. Each of the fundamental pillars derives from laws on preschool, compulsory school and upper secondary school. There is also reference to other laws which include legal provisions for education and teaching in the school system, such as in the Act on Equal Status and Equal Rights of Women and Men, No. 10/2008. In addition, government policy in various issues is taken into account, as, for example, published in Welfare for the Future regarding important policy issues on sustainability. International conventions to which Iceland is a party are taken into consideration, for example, the United Nations Convention on the Rights of the Child and the policy of international institutions of which Iceland is a member. Here the UNESCO policy on general education and sustainable development is an apt example and also the Council of Europe policy on democracy and human rights. In formulating the policy that appears in the definition of the fundamental pillars, the idea of teacher professionalism is also taken into account as well as the developmental work that has been carried out in Icelandic preschools, compulsory schools and upper secondary schools.
In case if education laws, policies, and strategic objectives do not explicitly refer EDC/HRE, please explain why not:
The Education Act, curricula, syllabi etc. have the same aims and objectives as the EDC/HRE. Until now, there has been little knowledge at the National Agency for Education about the tools and resources provided by CoE. Education institutions in Sweden, such as schools and universities, enjoy a high degree of freedom. It is up to them to decide on whether to use the CoE tools and resources. The Swedish Ministry for Education and Research have little or no information about the extent to which they are used.
SECTION 3: POLICIES
Article 6. Formal general and vocational education
Q12 In your country is education for democratic citizenship and human rights promoted as follows in schools and colleges:
b) specific subject matter – optional
c) cross-curricula approach
d) whole school approach
Please provide further details including web links where appropriate:
b) Upper secondary and colleges level
c) Pre primary, compulsory and upper secondary level
d) Pre primary, compulsory and upper secondary level
Further comments
In most municipalities there exist youth councils that represent the voice of the youth, giving them the opportunity to influence their local surrounding. This is closely connected to the Convention on the Rights of the Child that was adopted in 2013.
Q13 If citizenship and human rights education is included in the curricula in your country, has it been subject to revision and updating since 2012 at...
a) … pre-primary education?
No
b) … primary school?
No
c) … lower secondary school (including vocational)?
No
d) … upper secondary school (including vocational)?
No
If no, please explain why not:
The implementation period for the curriculum guide for the first three school level is still ongoing.
If yes, then what are/were the key challenges? How will they be / how were they overcome?
To what extent was the revision and updating process inclusive and participatory?
Further comments
There are plans of revision of the curriculum in the near future, although decisions have not been taken.
Article 7. Higher education
Q14 To what extent is citizenship and human rights education provision promoted in higher education institutions in your country?
Moderately
If not at all or scarcely, please explain why:
If extensively, please explain why and provide examples:
Further comments
See art. 2 in the Higher Education Act 2006 No 63 https://eng.menntamalaraduneyti.is/media/frettir2015/Thyding-log-um-haskola-oktober-2015.pdf
Article 8. Democratic governance
Q15 In your country, are there any education laws, policies and strategies that promote democratic governance in educational institutions, particularly schools, concerning…
a) … decision making procedures (e.g. governing bodies / school boards)?
Yes
b) … school culture / rules?
Yes
c) … pupil / student participation (e.g. school / student councils)?
Yes
d) … parental / family involvement in schools (e.g. governing bodies / school boards)?
Yes
e) …school / community links (in and out of school)?
Yes
If yes, please specify:
The acts on preschool, compulsory, upper secondary and higher education, see:
https://eng.menntamalaraduneyti.is/media/MRN-pdf_Annad/Preschool_Act.pdf
https://eng.menntamalaraduneyti.is/media/law-and-regulations/Compulsory-School-Act-No.-91-2008.pdf
https://eng.menntamalaraduneyti.is/media/law-and-regulations/Upper-Secondary-Education-Act-No.-92-2008.pdf
https://eng.menntamalaraduneyti.is/media/frettir2015/Thyding-log-um-haskola-oktober-2015.pdf
If no, please explain why not:
Further comments
Emphasis has been on behalf of the state and municipalities to involve young people in decision making process.
Article 9. Training
Q16 In your country, is there a provision for citizenship and human rights education in initial teacher education, continuing professional development and other types of training for…
a) … teachers?
Yes
b) … school leaders?
Yes
c) … other education staff?
Yes
d) … youth leaders (in and out of school)?
Yes
e) … teacher trainers / trainers of trainers?
f) … parents?
No
If yes, please specify:
Democracy is a recurring theme in education for teachers and youth leaders. The UN Convention on the Right of the Child is a topic for students in early childhood education and youth leaders. However, there is a need for more focus on this topic in initial teacher education and continuous professional development.
If no, please explain why not:
If to some extent, please specify:
Further comments
Provide examples of good practice:
Courses in Department of Education Studies on citizenship, inclusive education and social justice.
Courses in Department of Sport, Leisure Studies and Social Education for youth leaders.
National Curriculum Guide from 2013 and a booklet on EDC/HRE influenced by COE.
Article 10. Role of non-governmental organisations (NGOs), youth organisations and other stakeholders
Q17 To what extent, in your country, is there co-operation and support between the government and the following organisations and groups that foster citizenship and human rights education?
a) Non-governmental organisations (NGOs)
To a fair extent
b) Youth organisations
To a large extent
c) Community groups
To a little extent
d) Parents' groups
To a little extent
e) Other (please specify: ______)
If not at all or to a little extent, please explain why:
There is no tradition of cooperation between the government and these types of groups on EDC/HRE.
If to a large extent, please explain the factors for success:
The government has been supporting the national youth organisations on EDC/HRE matters.
Provide examples of good practice:
Translation of the Compass and Compasito and youth leader school: http://www.aeska.is/kynning-a-leidtogaskola-laef/
Further comments
Article 11. Criteria for evaluation
Q18 In your country, have criteria been developed to evaluate the effectiveness of citizenship and human rights education programmes?
Yes
Further information:
Indicators for the fundamental pillars of education has been developed, see attachments: Criteria for quality education in primary education, Quality work in preschools and Secondary school criteria and guidelines
Please provide examples of how these criteria have been developed, reviewed and used:
These indicators have been developed through a special pilot project on evaluation on schools.
To what extent have they been useful?
To a great extent
Provide examples of good practice:
Reports on school evaluation (only in icelandic version), see example: http://brunnur.stjr.is/mrn/utgafuskra/utgafa.nsf/RSSPage.xsp?documentId=609BA81F42F64FCF00257B030050D82C&action=openDocument
Article 12. Research
Q19 In your country, to what extent has research been initiated and promoted on citizenship and human rights education to take stock of the current situation?
To a moderate extent
If not at all or to a little extent, please explain why:
What needs to be done to obtain stronger support for such research?
Further comments
Master's thesis, surveys
Article 13. Skills for promoting social cohesion, valuing diversity and handling differences and conflict
Q20 In your country, to what extent are educational approaches and teaching methods promoted that enable pupils/students to acquire competences to…
a) … promote social cohesion?
To a large extent
b) … value diversity and equality (particularly between different faiths and ethnic groups)?
To a large extent
c) … settle disagreements and conflicts in a non-violent manner?
To a moderate extent
d) … combat all forms of discrimination and violence (especially bullying)?
To a large extent
If not at all or to a little extent, please explain why:
What needs to be done to encourage more active promotion of such educational approaches and teaching methods?
Further comments
There are networks against violence at the youth level but there is lack of coordination at school level.
SECTION 4: EVALUATION AND COOPERATION
Article 14. Evaluation and review
Q21 Has any action been taken or foreseen to evaluate strategies and policies undertaken in accordance with the aims and principles of the Charter?
Yes
If not, please explain why not:
If yes, please provide links to the relevant monitoring and evaluation reports:
The Ministry of Education sets an agenda for three years at a time regarding surveys and assessments that aim at providing information on implementation of the law on each school level, of the National Curriculum Guide and of any other school activities. It is being planned that the implementation of fundamental pillar of education will be assessed in the coming years.
What were the key conclusions?
Who takes part in the evaluation process?
Prospective participants will be the schools, school leaders, teachers, pupils and parents.
Example of good practice:
Further comments:
Article 15. Co-operation in follow-up activities
Q22 In your country, have any co-operation activities with other countries been organised or planned in pursuing the aims and principles of the Charter?
Yes
If not, please explain why not:
Example of good practice:
The Ministry is now participating in a European cooperation in matters of EDC/HRE within the Education and Training 2020 plan. Within that plan Iceland will possibly take on partnership on pursuing the aims of the Charter.
What is required to encourage such cooperation activities?
Further comments
Article 16. International and European co-operation
Q23 In your country, is there co-operation and collaboration on citizenship and human rights education with the following organisations / institutions?
a) Council of Europe (CoE)
Yes
b) United Nations system (UN) (including UNESCO and UN OHCHR)
Yes
c) Organisation for Security and Co-operation in Europe (OSCE)
No
d) European Union (EU) (including European Commission)
Yes
e) Other international/ European organisations
Yes
Please specify 'Other international/ European organisations'
ATH
What are your expectations from such cooperation?
To learn from others, share knowledge, make formal cooperation projects for successful implementation in Icelandic schools and society.
To what extent are these expectations met?
Regular European cooperation in this specific field has just started.
How could such cooperation be made more useful?
Further comments
Q24 In what ways is / can the Charter review process be of support to the countries? [Please rank from 1 (not useful)- 5 (very useful)]
a) An encouragement / motivation for stronger action and higher quality
4
b) An opportunity to promote good practice
4
c) A support tool for dialogue with other countries and within the country
4
d) Access to expertise from other countries and from international institutions
4
e) Other
Please specify other
Q25 What are your expectations from the Council of Europe? [Please indicate the current level of satisfaction from 1 (not useful) - 5 (very useful) for each expectation]
a) An encouragement / motivation for stronger action and higher quality
4
b) Opportunities for sharing and cooperation with other countries
4
c) Provision of a shared framework of reference / common standards
4
d) Impetus for dialogue and cooperation within the country
4
e) Authoritative encouragement to ensure respect of commitments
4
f) Technical advice / technical assistance
3
g) Access to the network of key actors in the member states through the Committee of Ministers, Parliamentary Assembly, the Congress of local and regional authorities and the INGO Conference and the HR Commissioner as well as various monitoring bodies (such as ECRI) as a means of raising visibility of EDC/HRE
4
h) Other
Please specify other
Q26 What are the key challenges to the promotion and development of citizenship and human rights education in your country? (Please indicate the level of impact of each challenge)
a) Lack of priority among decision makers (other areas given more priority)
Medium impact
b) Lack of awareness/interest/support among education professionals
Medium impact
c) Impact of the economic crisis/recession
Low impact
d) Reduction/cuts in funding
Medium impact
e) Decentralised education system
Low impact
f) Changing political context (e.g. change of government)
Low impact
g) Reduction of support networks (NGOs, parent and youth groups etc.)
Medium impact
h) Lack of public interest and support
High impact
i) Lack of media interest and support
High impact
j) Lack of support from European organisations (Council of Europe, EU etc.)
High impact
k)Other
Please specify other
Further comments (half a page maximum):
FOLLOW-UP QUESTIONNAIRE
There are plans to repeat this questionnaire in 5 years’ time to get a further sense of the progress of the States Party to the European Cultural Convention in pursuing the aims and principles for citizenship and human rights education promoted by the present Charter. It is also proposed to design the questionnaire focusing on particular areas.
Q27 What particular areas should the follow-up Questionnaire focus on for the next review cycle? (Please indicate the level of priority for each area)
a) Formal general (pre-primary, primary and secondary school) and vocational education
Medium
b) Higher education
High
c) Pre-school education
Medium
d) Democratic governance of educational institutions
Medium
e) Training (initial and on-going)
High
f) Role of non-governmental organisations (NGOs), youth organisations and other stakeholders
High
g) Criteria for evaluation
High
h) Research
Medium
i) Social cohesion, valuing diversity and handling differences and conflict
High
j) Evaluation and review
High
k) International and European co-operation
High
l) Other
Please specify other
Violent radicalisation of various groups.
Q28 How can this questionnaire be improved in order to ensure that the data collection is meaningful and useful in terms of encouraging further progress in citizenship and human rights education?
Submit the questionnaire on regular basis and focus on elements that need to be worked specifically on.
Q29 To what extent the process of preparation of the reply to this questionnaire was constructive and participatory? [Please rank from 1 (poor)- 5 (excellent)]
Further comments:
FOCUS GROUP 2016: PARLIAMENTARIANS
NB: The questions below are to be addressed to the Education Commission in the National Parliament or other similar bodies
Please indicate which body has been contacted
Q30 Would you agree that citizenship and human rights education is a means to address…
a) … violent extremism and radicalisation leading to terrorism?
b) … integration of migrants and refugees?
c) … consequences of the economic crisis / austerity measures / social exclusion?
d) … the deficit of democratic participation of both vulnerable and non-vulnerable groups in society with the overall aim of building cohesive and equitable societies?
Further comments:
Q31 What legislation has been adopted in the last 5 years or is in preparation, with a view to support and promote citizenship and human rights education?
Q32 What are the thematic areas of education of particular concern to your Committee in this respect?
Q33 Do you have any further comments to make not provided elsewhere? If so, please use the space below.
Q34 Further comments on citizenship and human rights education in the country:
Other contributors contacted by the respondent, including representatives of:
1. Ministries:
Ministry of Interior, Ragna Bjarnadóttir, Hermann Sæmundsson
2. Research institutions:
3. Education professionals:
4. Civil society organisations:
a. Teachers organisations:
b Youth organisations
c Children organisations
d Parents organisations
5. National human rights institutions
6. Parliaments
7. Local and regional authorities
8. International institutions
9. Medias
10. Others
The Directorate of Education
The Teachers' Council
