Croatia
2016 Report on the State of Citizenship and Human Rights Education in Europe
Questionnaire filled in by the Education and Teacher Training Agency
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 great 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 fair 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 large extent
e) … making resources / materials about EDC/HRE available
To a large extent
f) … making financial support for EDC/HRE available
To a fair 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 large 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 fair extent
d) Advocacy by prominent personalities
To a fair extent
e) Increased visibility of EDC/HRE in the media coverage
To a fair extent
f) Political will
To a large 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
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?
To a little extent
b)…EDC/HRE policies and their implementation in practice?
To a little extent
c)…EDC/HRE policies and other policy sectors?
To a little extent
Please describe the existing inconsistences:
The curricular reform that was launched in 2015 at the political level and in the Strategy declaratively advocate for citizenship education but on the implementation and curricular level citizenship education is marginalised and becomes one of the seven cross-curricular topics. This new approach is now in process of public discussion.
Further comments
Q5 In your country, have strategic approaches / measures been taken to counter these inconsistencies, since 2012?
Yes
If yes, please specify:
In 2012 Ministry of Science, Education and Sports made a Decision on Pilot Implementation of the Curriculum for Citizenship Education in primary and secondary education in school years 2012-2014. Public discussion was lead by the Ministry of Science, Education and Sports before and after the period of pilot implementation, as well as during the development of the Curriculum for Crosscurricular Implementation of the Citizenship Education for Primary and Secondary Schools. The new Curriculum for Crosscurricular Implementation of the Citizenship Education for Primary and Secondary Schools was finalised and brought in 2014. It is in accordance with the aims and objectives of the CoE Charter and comprehensive in all primary and secondary schools.
If no, please explain why not:
Further comments
The new curricular reform of the entire education system brings these results in question.
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:
The Curriculum is implemented through 35 hours per year in 8 years of primary school and 2, 3 or 4 years of secondary school: 20 hours have to be implemented by subject teachers, 5 hours by a class teacher and 10 hours in out of school activities based on project teaching and learning, voluntary work and practical development of citizenship competence.
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?
Yes
If yes, please specify:
Deputy Minister of Science, Education and Sports sent a 2014-2015 school year, a letter of recommendation to all the principals of primary and secondary schools for the realization of the Curriculum for Crosscurricular Implementation of the Citizenship Education for Primary and Secondary Schools. Official letter with recommendations is published on Education and Teacher Training Agency web page: www.azoo.hr
If no, please explain why not:
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?
Yes
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
The Charter has not been published in Romany.
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
Extensively 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
Extensively used
e) Quality Assurance of EDC in Schools
Moderately used
f) School-Community-University Partnerships for Sustainable Democracy: EDC in Europe and the US
Scarcely used
g) Living Democracy' Manuals for Teachers
Extensively used
h) A Compendium of Good Practice in HRE
Scarcely used
i) Compass, manual for human rights education with young people
Moderately used
j) Compasito, manual for human rights education with children
Moderately used
k) Human Rights and Democracy Start with Us – Charter for All
Moderately used
l) Curriculum development and review for democratic citizenship and human rights education
Scarcely used
m) 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
n) “Freedom(s) - Learning activities for secondary schools on the case law of the European Court of Human Rights
Moderately used
Other (please specify: ______)
Extensively used - White Paper on Intercultural Dialogue “Living Together As Equals in Dignity”
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.
Građanskoi odgoj i obrazovanje The Curriculum defines student’s learning outcomes - knowledge and understanding; skills and dispositions; values and attitudes in six dimensions: human and legal rights, political, social, (inter)cultural, economic and environmental. This means that the student acquires knowledge, develops skills and values of personal dignity, human rights, equality and the rule of law; democratic decision-making and governance; socially desirable behaviour, including team work, peaceful conflict resolution and solidarity; (inter)cultural (self)awareness, sensitivity and dialogue; socially responsible economy and entrepreneurship, consumer protection; sustainable development.
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?
Moderately
In case if education laws, policies, and strategic objectives do refer explicitly to EDC/HRE, please specify:
The Ministry of Science, Education and Sport developed the Decision on Curriculum and the Curriculum for Crosscurricular Implementation of the Citizenship Education for Primary and Secondary Schools, which was published in the Official Gazette, No 104/14, and which gave the Curriculum an obligatory status for schools.
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
c) cross-curricula approach
Please provide further details including web links where appropriate:
a) Politics and Economy subject in last classes (third or forth) of secondary schools c) Citizenship education obligatory subject implemented in all classes of primary and secondary 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?
Yes
b) … primary school?
Yes
c) … lower secondary school (including vocational)?
Yes
d) … upper secondary school (including vocational)?
Yes
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?
In 2012 Ministry of Science, Education and Sports adopted a Decision on Pilot Implementation of the Curriculum for Citizenship Education in primary and secondary education in school year 2012-2014. Public discussion was lead by the Ministry of Science, Education and Sports before and after the period of experimental implementation, as well as during the development of the Curriculum for Crosscurricular Implementation of the Citizenship Education for Primary and Secondary Schools which become compulsory in 2014. Different stakeholders - governmental, non-governmental, parent associations, individuals, etc participated in public discussion.
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?
Scarcely
If not at all or scarcely, please explain why:
Probably because of autonomy of university
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:
All mentioned elements are defined by articles of Act on Primary and Secondary Education
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:
In Curriculum for Crosscurricular Implementation of the Citizenship Education for Primary and Secondary Schools (2014) there is a provision for Citizenship education in continuing professional development of teachers, school leaders and other education staff. The new Curriculum defines new competences for teachers: all teachers need to be capable of implementing innovative approaches related to planning, classroom management, teaching and assessment, which allow flexibility, creativity and personalization of the learning process. They need to be capable of incorporating knowledge of democratic citizenship and human rights, skills and attitudes within various school subjects in such a way that students will be actively involved: by discussion, cooperative learning, problem solving, group work, participation in school decision making (student councils) and project work between school and local community. They are expected to use learning methods focused on acquiring experience with which the skills and values are being developed along with the acquired knowledge.
If no, please explain why not:
If to some extent, please specify:
Further comments
Provide examples of good practice:
The Education and Teacher Training Agency - ETTA (public body in charge of the professional development and monitoring of primary and secondary education) has been developing, in cooperation with the university experts, non-governmental and international experts, numerous modules, methods and projects aimed at introducing various elements of citizenship education to Croatian schools. NGOs also offer and implement teacher trainings for teachers ( Forum for Freedom in Education, Gong , Good initiative etc.)
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 large extent
b) Youth organisations
To a large extent
c) Community groups
To a large extent
d) Parents' groups
To a fair 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:
The support provided by the Office for Cooperation with NGO of the Government of the Republic of Croatia https://udruge.gov.hr/en
Provide examples of good practice:
A National Strategy for the Creation of An Enabling Environment for the Civil Society Development, it is in function National Council for the Civil Society development as an advisory body to the Croatian Government
Further comments
There is a National Foundation for Civil Society Development http://zaklada.civilnodrustvo.hr/frontpage
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:
National Centre for External Evaluation is developing criteria for evaluation of effectiveness of EDC/HRE
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:
Report on effectiveness of Citizenship Curriculum pilot implementation 2012-2014
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
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 large extent
c) … settle disagreements and conflicts in a non-violent manner?
To a large 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
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 fourth report of the Republic of Croatia on the implementation of the Framework Convention for the Protection of national minorities https://ljudskaprava.gov.hr/dokumenti/10
What were the key conclusions?
Main conclusions refer to the arguments on which measures are fully implemented, partially implemented and not implemented and why. https://ljudskaprava.gov.hr/UserDocsImages//arhiva//Evaluacija%20Nacionalne%20strategije%20za%20ukljucivanje%20Roma%20u%20RH.pdf
Who takes part in the evaluation process?
Stakeholders responsible for the certain implementing of measures
Example of good practice:
The national program for the protection and promotion of human rights for the period from 2013 to 2016 is a strategic document that the Croatian Government uses to set priorities, propose measures and focuse its efforts to improve the protection and promotion of human rights in Croatia . The objectives of the Program are the protection, promotion and improvement of human rights in the Republic of Croatia.
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:
Participation in first Project Cycle of the Human Rights and Democracy in Action of the EU/CoE Pilot Projects Scheme with project Travel pass to democracy: supporting teachers for active citizenship Participating countries: Croatia, Hungary, Montenegro, Romania (www.coe.int )
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)
Yes
d) European Union (EU) (including European Commission)
Yes
e) Other international/ European organisations
Please specify 'Other international/ European organisations'
What are your expectations from such cooperation?
The exchange of good practices, establishing of the guiding principles, the financial support
To what extent are these expectations met?
Completely
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
5
b) An opportunity to promote good practice
5
c) A support tool for dialogue with other countries and within the country
5
d) Access to expertise from other countries and from international institutions
5
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
5
b) Opportunities for sharing and cooperation with other countries
5
c) Provision of a shared framework of reference / common standards
5
d) Impetus for dialogue and cooperation within the country
5
e) Authoritative encouragement to ensure respect of commitments
4
f) Technical advice / technical assistance
5
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
5
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)
High 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)
Medium 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.)
Medium 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
High
c) Pre-school education
Medium
d) Democratic governance of educational institutions
High
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
High
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
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?
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
Croatian Parliament Citizens Service
Q30 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 great 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
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?
Various national programs and action plans in the field of democratic government, human rights, children's rights, minority rights, inclusion and youth employment etc
Q32 What are the thematic areas of education of particular concern to your Committee in this respect?
Education for citizens and students about Parliament and its importance for democracy, introducing young people to the legislative process, the rule of law, democratic procedures of adopting laws, the role of parliamentarians, etc
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:
Community service of the Croatian Parliament supports the implementation of the Citizenship Education and participates in the organization of the Simulation of Croatian Parliament Session for secondary school students. http://www.sabor.hr/simulirana-sjednica-sabora-za-ucenike
Other contributors contacted by the respondent, including representatives of:
1. Ministries:
Ministry of economy; consumer protection http://potrosac.mingo.hr/hr/potrosac/
2. Research institutions:
National Centre for External Evaluation of Education Ulica Damira Tomljanovića-Gavrana 11, Zagreb
3. Education professionals:
Teachers’ county coordinators for Citizenship Education
4. Civil society organisations:
Croatian Red Cross, Office for Cooperation with NGO’s
a. Teachers organisations:
Teachers’ Association "Nastavnici organizirano" nastavnici.org,
b Youth organisations
Various Students City Councils
c Children organisations
The Childen’s Forum Savez društava Naša djeca Hrvatske, Amruševa 10/4, Zagreb National Children’s Council; http://nvurh.skole.hr/nvurh
d Parents organisations
Various associations of parents
5. National human rights institutions
Office for Human Rights and Rights of National Minorities Mesnička ulica 23, Zagreb Children’s ombudsman
Gender Equality Ombudsman. Ombudswoman for persons with disabilities Savska cesta 41/3, Zagreb, [email protected] Ombudswoman of the Republic of Croatia.
6. Parliaments
Croatian Parliament Citizens Service Ph +385 1 45 69 460 [email protected]
7. Local and regional authorities
City mayors, Members of the city councils
8. International institutions
Council of Europe (EDC/HRE experts), European Commission (ERASMUS+ PEARLS programme), UNICEF Office in Croatia; Centre for Civic Education, California, etc
9. Medias
School News, Daily Press
10. Others
Supreme Court of the Republic of Croatia 10000 Zagreb, Trg Nikole Zrinskog 3
