Belarus
2016 Report on the State of Citizenship and Human Rights Education in Europe
Questionnaire filled in by Belarus, Minsk, State educational institution "Academy of Postdiploma Education"
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 large 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 /p>
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 large extent
c) Advocacy by civil society organisations
To a large extent
d) Advocacy by prominent personalities
To a large extent
e) Increased visibility of EDC/HRE in the media coverage
To a large extent
f) Political will
To a large extent
g) Political pressure from regional and international institutions
To a little extent
h) More resources allotted to EDC/HRE
To a large 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:
In our country there are no inconsistencies between statements of principle (on the value of EDC/HRE in education for all people) and existing education policies.
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 the Republic of Belarus was adopted the Code (law) about education (2011). The code defines the values and principles of education for all, respect for human rights, democratic governance of educational institutions, etc. In the Republic of Belarus adopted and work effectively the laws "On the rights of the child", "On public (social) organizations", "On state youth policy", "On state support of youth and children's social organisations". The Concept and the Program of continuous education of children and youth (2016-2020 years) also include the values and principles of education for democratic citizenship and human rights. Adopted the Concept of inclusive education of persons with disabilities (2015). In Belarus there is a developed system of social support for different students. Secured and guaranteed the rights of citizens (children and young people) belonging to national minorities to study their native language, culture and traditions.
If no, please explain why not:
Further comments
In Belarus the principles and objectives of the Charter are included in the national laws.
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:
Belarus is implementing the national plan of actions for improving the situation of children and protection of their rights (2012-2016), the state programme on creation of barrier-free living environment for disabled persons (2011-2015), the national programme of demographic security in Belarus (2011-2015), the state programmes of development of preschool, general secondary, special, higher and additional education and other educational programs. The priorities of these programmes are the principles of education for democratic citizenship and human rights, education for all, and respect for diversity and differences.
If no, please explain why not:
Further comments
In Belarus the principles and objectives of the Charter included in the national laws.
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 is available, but it is not approved as an official document of the Republic of Belarus.
The Charter is available in Russian and English. The Charter is available on the website of the Academy of Postdiploma Education - www.academy.edu.by.
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
I do not know/Information not available
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
I do not know/Information not available
f) Living Democracy' Manuals for Teachers
Moderately used
g) A Compendium of Good Practice in HRE
Moderately used
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
Moderately used
Other (please specify: ______)
I do not know/Information not available
If these resources were useful, please specify:
If these resources were not useful, please specify:
Further comments
Many of these tools and resources are used in the educational process of innovative educational institutions and public (social) organisations. But for extensive (wide, mass) implementation these tools and resources should have scientific expertise in the Republic of Belarus. They must be approved by the government and the Ministry of Education. They must be translated into Russian and Belarusian. Tools and resources should be focused and adapted to the educational system of Belarus. This is a difficult and long time procedure.
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.
“Education for democratic citizenship” – “Воспитание демократической гражданственности”; “Human rights education” – “Образование в области прав человека“. Information is available on the website of the Academy of Postdiploma Education - www.academy.edu.by.
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?
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:
In Belarus the principles and objectives of the Charter are included in the national laws. Code of the Republic of Belarus on education, the Laws "On the rights of the child", "On public (social) organisations", "On state youth policy", "On state support of youth and children's social organisations", decrees of the President of the Republic of Belarus, the Concept and the Programme of continuous education of children and youth (2016-2020), the other legal (right regulatory) documents of the Republic of Belarus, instructional and methodological letters of the Ministry of Education.
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
d) whole school approach
Please provide further details including web links where appropriate:
a) In institutions of secondary education values and principles of education for democratic citizenship and human rights are promoted and implemented in the educational process of studying the school subjects "Man and the world" (for students of I-V classes); "Social Science" (for students of IX-XI classes); "World history" (for students of V-XI classes); subject "Bases of life safety" (for students of II-IX classes). In institutions of vocational education and secondary special education values and principles of education for democratic citizenship and human rights are promoted and implemented in the educational process of studying the subjects "Social Science"; "World history"; " Bases of law", etc. b) The Republic of Belarus developed and implemented programmes of optional subjects on education for democratic citizenship and human rights. They are available on the website of the National Institute of education: www.adu.by. For example, "Rules in my life" (for students of II-IV classes); "The Future belongs to us" (for students of III-IV classes); "Learning to live in peace and harmony" (for students of V-VIII classes); "Exploring humanitarian law" (for students of institutions of general secondary, vocational and secondary special education); "Training of student - leader and organizer of children's, youth public (social) organisation" (for students of IX-X classes); "Training of volunteers to implement the approach of "peer education" (for students of IX-XI classes), etc. c) In Belorussian educational institutions the principles and issues of education for democratic citizenship and human rights are implemented in the framework of cross-curricula (interdisciplinary and multidisciplinary) approach in the educational process and extracurricular activities. d) In Belorussian educational institutions the principles and issues of education for democratic citizenship and human rights are used in educational process and extracurricular activities (meetings of students and parents, training, etc).
Further comments
Some schools and other educational institutions participate in innovative projects and implement EDC/HRE documents, tools and resources.
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?
Educational programmes and plans are systematically revised and updated in accordance with the current normative legal basis (national and international) and requirements to organization of educational process taking into account the principles of education for democratic citizenship and human rights.
To what extent was the revision and updating process inclusive and participatory?
The revision and updating process of educational system include all participants of the educational process: experts (scientists, etc.), teachers and leaders of educational institutions, students, parents, members of the Parliament (National Assembly of Belarus), representatives of state bodies, public (social) organisations, associations and other interested persons.
Further comments
Citizenship and Human Rights Education is a priority for the progressive development and effective functioning of the education system in the Republic of Belarus.
Article 7. Higher education
Q14 To what extent is citizenship and human rights education provision promoted in higher education institutions in your country?
Extensively
If not at all or scarcely, please explain why:
If extensively, please explain why and provide examples:
Belorussian institutions of higher education implement the objectives and principles of education for democratic citizenship and human rights. The curricula of higher education include socio-humanitarian disciplines “Philosophy”, ”Bases of psychology and pedagogics“, “Politics”, “History”, “Economics”, etc. The basic principles of higher education in Belarus are the principles of humanity, democracy, human rights, respect for diversity and equality in education, scientific and competence approach, socio-personal training, cross-curricula (interdisciplinary and multidisciplinary) approach and integrative socio-humanitarian education.
Further comments
It is useful, valuable and advisable to develop international student cooperation in the field of volunteer movement, peer education, education for democratic citizenship and human rights, etc.
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:
Code of the Republic of Belarus on education, the Laws "On the rights of the child", "On public (social) organisations", "On state youth policy", decrees of the President of the Republic of Belarus, the Concept and the Programme of continuous education of children and youth (2016-2020), the other legal (right regulatory) documents of the Republic of Belarus, instructional and methodological letters of the Ministry of education.
If no, please explain why not:
Further comments
Democratic governance and management of the educational institutions is a basic principle and norm for the educational system of the Republic of Belarus. In every Belorussian institution of education has established self-governing bodies (democratic governance associations): school standing commissions, boards, committees of trustees and sponsors, parent committees, student councils, councils of children's and youth leaders, school parliaments and children's and youth public associations (social organisations), associations for the interests of children and young people, volunteer groups, etc.
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 continuing professional development of teachers, school leaders, teacher trainers and other education specialists. For example, lectures, seminars, round tables on the topics «Values and principles of civic education», «The process of implementation of the rights of the child as a complex system of child protection in the Republic of Belarus», «Activities for the protection of child welfare authorities of the rights and legitimate interests of children», «Formation of legal culture of children and young people», «Specificity of formation of civic competencies of students», «Inter-agency cooperation for the implementation and protection of children's rights», «Formation of non-violence environment in relation to children», «Prevention of victimization of students in the system of educational work», «Technologies and methods of formation of legal consciousness of students and implementation of children's rights», «Technologies and methods of prevention of violence against children», «Student self-governing bodies, youth and children initiatives in the system of educational work of the educational institution», «Support for children's and youth associations in the institution of education».
If no, please explain why not:
If to some extent, please specify:
Further comments
Provide examples of good practice:
The Academy of Postdiploma Education implements educational programs of continuing professional development - refresher courses and retraining of the education specialists (teachers, school leaders, teacher trainers, etc.) on the subject of EDC/HRE. Training in the full-time and distance learning is realized on the following topics: "Modern approaches, methods and forms of civic and humans rights education in educational institutions of the Republic of Belarus"; "Use of information and communication technologies in the process of civic and humans rights education"; "Formation of civic competences of the participants involved in the educational process", "The formation of a multicultural educational environment in the institutions of secondary and additional education of children and youth", etc. The curriculum of the retraining of education specialists for the subjects of "Social pedagogy", "Pedagogy of additional education of children and youth" includes educational programs and modules on the themes: "Civic education"; "Fundamentals of the national legislation and the rights of the child"; "Multicultural education and formation of tolerance"; "Theory and practice of social and cultural activities"; "Theory and methods of children and youth groups’ management", 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 large 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:
Belarus has developed the conditions for the realization of the right of children and young people to participate in decision-making process. Normative legal acts (laws) provide realization of this right at the level of the educational institution, city, region, country. Children and young people are involved in the activities of boards of educational institutions, in pupils' and students' self-management. With the help of school and university media (newspapers, radio, websites) children and young people have the opportunity to express their ideas, opinions on the organization of educational process, different activities. The right to participate in decision-making process children and young people realize in socially important initiatives of additional education of children and youth. Currently, in the Republic of Belarus there are 256 children's and youth associations and organisations. For example Belarusian Association of UNESCO Clubs, Belarusian Republican Youth Union, Belarusian Republican Pioneer Organisation, Voluntary Labour League of Youth, Belarusian Republican Scout Association, Belarusian Association of Guides, Belarusian Association of Assistance to Disabled Children and Young People, etc. All children and young people have equal rights to participate in the work of associations and organisations. There are many associations and organisations for parents and teachers. For example public association "Belaya Rus", Belarusian pedagogical society, Belarusian League of the Parents and Teachers «Step by Step», Belarusian clubs of partnership between parents, teachers and students, etc.
Provide examples of good practice:
Project of UNICEF, UNFPA, Academy of Postdiploma Education, Regional Institutions of Education Development "Implementation of the peer education in educational institutions of Belarus"(2013-2016); project of Council of Europe Youth Department and Belarusian Association of UNESCO Clubs "National training courses on human rights education" (implementation of Compass) (2014); projects of Belarusian League of the Parents and Teachers «Step by Step» «Grandparents and children – together.by» (2012); «Together with Fathers.tut.by» (2015-2016).
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?
Yes
Further information:
Please provide examples of how these criteria have been developed, reviewed and used:
Specific criteria to evaluate the effectiveness of EDC/HRE programs have been developed in the framework of pilot projects “Charter on Education for Democratic Citizenship and Human Rights Education: Diversity of Approaches”; “Teacher training in EDC/HRE: how to develop students’ ability to assess information from media and social networks” (Pilot Project Scheme on Human Rights and Democracy in Action). Criteria have been developed, reviewed and used in research to evaluate the effectiveness of EDC/HRE programmes: questionnaire for teachers, school leaders, students, parents, children's and youth organisations; study and review of the views of experts. Results of the research are included in the methodological tools and other materials of the pilot projects. Information is available on the website of the Academy of Postdiploma Education.
To what extent have they been useful?
To a large extent
Provide examples of good practice:
Within the framework of the international project of CoE/EC “Supporting Education Policies in Democratic Citizenship and Human Rights Education in 6 Eastern Partnership countries” (Programmatic Cooperation Framework for Armenia, Azerbaijan, Georgia, Republic of Moldova, Ukraine and Belarus) research and analysis have been conducted on the implementation and effectiveness of EDC/HRE in formal education at pre-primary, primary and secondary level, in higher education, in the training of education specialists.
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?
Support from the State and the Council of Europe, in particular research funding.
Further comments
Within the framework of the international project of Council of Europe/European Commission “Supporting Education Policies in Democratic Citizenship and Human Rights Education in 6 Eastern Partnership countries” (Eastern Partnership) has been conducted the research “Promoting EDC/HRE in the Republic of Belarus", as well as an analysis of implementation and effectiveness of EDC/HRE in formal education at pre-primary, primary and secondary level, in higher education, in the training of education personnel. Research has been also initiated and promoted on EDC/HRE in youth policy and non-formal education. Information is available on the website of the Academy of Postdiploma Education.
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 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?
EDC/HRE programmes of continuing professional development - refresher courses and retraining of teachers, school leaders, teacher trainers, etc. Teacher training in EDC/HRE in the full-time and distance learning. International cooperation, exchange of experience and good practices.
Further comments
In Belarus useful and efficient tools and resources have been developed in the area of youth policy and non-formal education, teacher training, democratic governance of educational institutions, extra-curriculum programmes, research programmes. Some schools and other educational institutions participate in innovative projects and put into practice EDC/HRE tools and resources.
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:
Information is available on the website of the Academy of Postdiploma Education - www.academy.edu.by.
What were the key conclusions?
Who takes part in the evaluation process?
Teachers, school leaders, students, parents, children's and youth organisations, Ministry of education, International institutions (UNICEF, etc.), research institutions (National Institute of Education), Academy of Postdiploma Education, Regional Institutions of Education Development, media.
Example of good practice:
Research to evaluate the effectiveness of EDC/HRE programs has been conducted in the framework of pilot projects “Charter on Education for Democratic Citizenship and Human Rights Education: Diversity of Approaches”; “Teacher training in EDC/HRE: how to develop students’ ability to assess information from media and social networks” (Pilot Project Scheme on Human Rights and Democracy in Action 2013-2014; 2014-2015). Questionnaire for teachers, school leaders, students, parents, children's and youth organisations; study and review of the views of experts. Results of the research are included in the methodological tools and other materials. Within the framework of the international joint project of CoE/EC “Supporting Education Policies in Democratic Citizenship and Human Rights Education in 6 Eastern Partnership countries” (Eastern Partnership) research “Promoting EDC/HRE in the Republic of Belarus" and analysis of implementation and effectiveness of EDC/HRE have been conducted.
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:
Pilot Project Scheme on Human Rights and Democracy in Action 2013-2014: Pilot Project “Charter on Education for Democratic Citizenship and Human Rights Education: Diversity of Approaches”; Pilot Project Scheme on Human Rights and Democracy in Action 2014-2015: Pilot Project “Teacher training in EDC/HRE: how to develop students’ ability to assess information from media and social networks”; International project of CoE/EC “Supporting Education Policies in Democratic Citizenship and Human Rights Education in 6 Eastern Partnership countries” (Programmatic Cooperation Framework for Armenia, Azerbaijan, Georgia, Republic of Moldova, Ukraine and Belarus) (2015-2017).
What is required to encourage such cooperation activities?
Support from the Government, Parliament, Ministry of education and the CoE/EC. The Council of Europe should continue to work on the Pilot Project Scheme on Human Rights and Democracy in Action.
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
Yes
Please specify 'Other international/ European organisations'
What are your expectations from such cooperation?
International projects on EDC/HRE, educational programmes, methodological tools, exchange of experience and good practices with colleagues from other countries.
To what extent are these expectations met?
To a moderate extent
How could such cooperation be made more useful?
Support from the State and international organisations / institutions.
Further comments
Examples of good practice of international cooperation:
International Pilot Project “Charter on Education for Democratic Citizenship and Human Rights Education: Diversity of Approaches” (2013-2014); International Pilot Project “Teacher training in EDC/HRE: how to develop students’ ability to assess information from media and social networks” (2014-2015); International project of UNICEF, UNFPA, Academy of Postdiploma Education, Regional Institutions of Education Development "Implementation of the peer education in educational institutions of Belarus"(2013-2016); International project of CoE/EC “Supporting Education Policies in Democratic Citizenship and Human Rights Education in 6 Eastern Partnership countries” (Armenia, Azerbaijan, Georgia, Republic of Moldova, Ukraine and Belarus) (2015-2017); International project of OSCE-ODIHR and Ministry of education of Belarus "Development of human rights education in the Republic of Belarus" (2016-2018).
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
1
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
5
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
1
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)
Low 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
Medium impact
i) Lack of media interest and support
Medium impact
j) Lack of support from European organisations (Council of Europe, EU etc.)
Medium impact
k)Other
Low impact
Please specify other
Further comments (half a page maximum):
The promotion and development of education for democratic citizenship and human rights in different countries depends on approval and official confirmation of legal documents (Charter, etc.), tools and resources by national governments and parliaments, ministries of education and other ministries. The Council of Europe should directly apply to the government, Parliament, Ministry of education. In the Republic of Belarus domestic laws on EDC/HRE have been developed and used. Every law and official document should pass the approval procedure and official confirmation in government and Parliament.
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
Low
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?
The Council of Europe should directly apply to the government, Parliament, Ministry of 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
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?
In Belarus for 5 years (2012-2016) a lot was done for the promotion and development of EDC/HRE. EDC/HRE is a priority for the development and effective functioning of the education system (educational institutions) in the Republic of Belarus. Implemented international projects and educational programmes in the field of EDC/HRE. The Charter is available on the website of the Academy of Postdiploma Education - www.academy.edu.by.
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:
The Council of Europe needs to take into account national and cultural characteristics of the countries, the specificity and the structure of national education systems.
Other contributors contacted by the respondent, including representatives of:
1. Ministries:
Ministry of Education
2. Research institutions:
National Institute of Education
3. Education professionals:
Republican Institute for Higher Education;
Belarusian State Pedagogical University;
Regional Institutions of Education Development;
Schools, gymnasiums, colleges, institutions of additional education of children and youth
4. Civil society organisations:
a. Teachers organisations:
Teachers association "Belarusian pedagogical society"
b Youth organisations
Republican Public (social) Organisation Belarusian Association of UNESCO Clubs";
Public (social) Organisation "Belarusian Republican Youth Union";
Students' Parliaments of educational institutions
c Children organisations
Public (social) Organisation "Belarusian Republican pioneer organisation"
d Parents organisations
Belarusian League of the Parents and Teachers "Step by Step" (ISSA- Member)
Belarusian clubs of partnership between parents, teachers and students
5. National human rights institutions
6. Parliaments
7. Local and regional authorities
8. International institutions
United Nations Children's Fund (UNICEF), Representation in the Republic of Belarus.
9. Medias
Magazine for teachers and leaders of educational institutions "Education and additional education"; Film studio "BelarusFilm".
10. Others
