2016 Report on the State of Citizenship and Human Rights Education in Europe

Questionnaire filled in by Federal Ministry of Education and Women's Affairs

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 medium extent

b) … integration of migrants and refugees?
To a medium 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 medium 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 fair 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 fair 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 fair 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 little extent

c) Advocacy by civil society organisations
To a little extent

d) Advocacy by prominent personalities
To a fair extent

e) Increased visibility of EDC/HRE in the media coverage
To a large extent

f) Political will
To a fair extent

g) Political pressure from regional and international institutions
To a little extent

h) More resources allotted to EDC/HRE
To a fair extent

i) Other

Please specify “other”

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:

Further comments

Q5 In your country, have strategic approaches / measures been taken to counter these inconsistencies, since 2012?

No

If yes, please specify:

If no, please explain why not:

Further comments
Work programme of the Austrian Federal Government 2013–2018, https://www.bka.gv.at/DocView.axd?CobId=53588 p. 27: „Establish Political Education as a compulsory module from the 6th school grade as part of the subject History and Social Studies/Political E

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 the Work programme of the Austrian Fed. Government citizenship education was given a more important role at secondary level by implementation of a new curriculum of history and civics

If no, please explain why not:

Further comments
Various initiatives and activities have been set up by NGO’s and other relevant organisations, f.ex: Master of Arts GCE: www.uni-klu.ac.at/frieden/inhalt/453.htm, GENE-Network, Strategy group Global Learning

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?

Yes

If yes, please specify:
Strengthening citizenship education in all grades both as a subject and as an educational principle as well as continuing professional development for teachers

If no, please explain why not:

Further comments
Different measures, activities and initiatives have been undertaken by NGO’s and other relevant organisations

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
Scarcely used

c) Democratic Governance of Schools
Moderately used

d) How all Teachers Can Support EDC/HRE: A Framework for the Development of Competencies
I do not know/Information not available

d) Quality Assurance of EDC in Schools
I do not know/Information not available

e) School-Community-University Partnerships for Sustainable Democracy: EDC in Europe and the US
I do not know/Information not available

f) Living Democracy' Manuals for Teachers
Moderately used

g) A Compendium of Good Practice in HRE
I do not know/Information not available

h) Compass, manual for human rights education with young people
Moderately used

i) Compasito, manual for human rights education with children
Moderately 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
I do not know/Information not available

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”)
Moderately used

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.
Various aspects: Global Citizenship Education, Human Rights Education, Global Learning, Intercultural Dialogue www.bmbf.gv.at/ministerium/rs/2015_12_en.pdf - www.uni-klu.ac.at/frieden/inhalt/453.htm

 

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?
Moderately
c) … in higher education?
Moderately
d) … in the training of education personnel?
Moderately
e) … in youth policy and non-formal education?
Moderately

In case if education laws, policies, and strategic objectives do refer explicitly to EDC/HRE, please specify:
Citizenship Education as a Cross-curricular Educational Principle. General Ordinance 2015 - https://www.bmbf.gv.at/ministerium/rs/2015_12_en.pdf?51oxni

In case if education laws, policies, and strategic objectives do not explicitly refer EDC/HRE, please explain why not:

 

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:

a) specific subject matter – obligatory
b) specific subject matter – optional
c) cross-curricula approach

Please provide further details including web links where appropriate:
specifications: a) vocational schools ; b) all other types of schools ; c) all types of schools

Further comments

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)?
Yes

d) … upper secondary school (including vocational)?
No

If no, please explain why not:

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

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

 

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:
Pupils’ and Parents’ Advisory Boards safeguard their interests (legal and organisational measures in place)

If no, please explain why not:

Further comments

 

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?
Yes

f) … parents?
Yes

If yes, please specify:
wide range of seminars, workshops, continuing professional development for teachers offered by different organisations

If no, please explain why not:

If to some extent, please specify:

Further comments

Provide examples of good practice:

 

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 little extent

b) Youth organisations
To a little 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:

If to a large extent, please explain the factors for success:

Provide examples of good practice:
Due to the political challenges after the terrorist attacks in 2015 ca. 600 workshops have been organised in schools in order to combat extremism and radicalization. Workshops will be continued in 2016

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?

No

Further information:

Please provide examples of how these criteria have been developed, reviewed and used:

To what extent have they been useful?

Provide examples of good practice:

 

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 large 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

 

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 moderate extent

b) … value diversity and equality (particularly between different faiths and ethnic groups)?
To a moderate 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 moderate 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

 

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?

No

If not, please explain why not:
ongoing discussions on feasibility

If yes, please provide links to the relevant monitoring and evaluation reports:

What were the key conclusions?

Who takes part in the evaluation process?

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?

No

If not, please explain why not:
priority is given to measures at national level

Example of good practice:

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'

What are your expectations from such cooperation?
Need for more synergies between the different players, exchange of good practice, especially. in the Paris-follow-up context

To what extent are these expectations met?

How could such cooperation be made more useful?

Further comments
Cooperation of all relevant stakeholders in the GENE Network (Global Education)

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
3

b) An opportunity to promote good practice
3

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
3

b) Opportunities for sharing and cooperation with other countries
4

c) Provision of a shared framework of reference / common standards
3

d) Impetus for dialogue and cooperation within the country
1

e) Authoritative encouragement to ensure respect of commitments
3

f) Technical advice / technical assistance
1

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
2

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
High Impact

d) Reduction/cuts in funding
High Impact

e) Decentralised education system
Medium impact

f) Changing political context (e.g. change of government)
Low impact

g) Reduction of support networks (NGOs, parent and youth groups etc.)
High Impact

h) Lack of public interest and support
Medium impact

i) Lack of media interest and support
High Impact

j) Lack of support from European organisations (Council of Europe, EU etc.)
Low 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
High

b) Higher education
Medium

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
Medium

h) Research
Medium

i) Social cohesion, valuing diversity and handling differences and conflict
High

j) Evaluation and review
Medium

k) International and European co-operation
High

l) Other

Please specify other

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?

Focus should be laid on fostering the cooperation with other players at EU/UNESCO/OECD level in order to prevent same or similar questionnaires and surveys in times of limited ressources (pers., financial and temporal)

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)]

3

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:
Federal Ministry of Education and Women's Affairs Federal Ministry of Science, Research and Economy in cooperation with relevant NGO's, NPO's and other organisations and experts in this field

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