Georgia
2016 Report on the State of Citizenship and Human Rights Education in Europe
Questionnaire filled in by the Ministry of Education and Science of Georgia
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 little 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 fair 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
In Georgia EDC/HRE is perceived as one of the country priority, however sometimes attitude towards the issue is not treated seriousely
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 large 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 large extent
h) More resources allotted to EDC/HRE
To a fair extent
i) Other
Please specify “other”
Pursuant to the comment provided by the Public Defender's Office of Georgia, the role of the national human rights institutions can be crucial in promoting the EDC/HRE. Therefore, as a part of its mandate, the Public Defender’s Office of Georgia has undertaken to launch educational activities for different target groups through the newly created Human Rights Academy, which started its activities in 2015.
Further comments
In Georgia the main problem of EDC/HRE is misperception that it is just a formality and an imposed phenomenon. Such kind of approach by parents, teachers, school principals makes the implementation process difficult.
Pursuant to the comment provided by the Public Defender's Office of Georgia, the role of the national human rights institutions can be crucial in promoting the EDC/HRE. Therefore, as a part of its mandate, the Public Defender’s Office of Georgia has undertaken to launch educational activities for different target groups through the newly created Human Rights Academy, which started its activities in 2015.
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 fair extent
c)…EDC/HRE policies and other policy sectors?
To a little extent
Please describe the existing inconsistences:
According to the comment provided by the Public Defender's Office of Georgia, the education for democratic citizenship and the human rights education are provided in the general educational institutions in the form of ‘civil education’. The importance of the relevant education for promoting the civil awareness is recognized by the Law of Georgia on General Education and the Law of Georgia on Higher Education. The civil education was introduced in public schools of Georgia since 2009. Regarding the higher education, the civil education (subject name – ‘Democracy and Citizenship’) is provided at the BA level in a limited number of higher educational institutions. Despite some efforts from the side of the Government of Georgia, the EDC/HRE remains sporadic and the problems such as – lack of teaching materials, lack of interest in the subject at schools, lack of teachers with adequate knowledge of the subject and the skills of teaching, remain persistent.
Further comments
The education system in Georgia is in full compliance with the principles of EDC/HRE. We face some challenges in the process of the implementation. Beside the perceptions in society (see comments Q3), it has some other reasons as well. The communication between the teachers and administration, teachers and pupils, school community and ministries still lacks the democratic principles. So called “hidden curriculum” is based on principles of EDC/HRE to a lesser extent.
In addition to this, the Public Defender's Office submits that "as a part of the civil education in Georgia, the government plans to launch a pilot of the new subject of civil education, ‘Society and Me’, which will be taught in a select group of schools before becoming mandatory to all school-aged students. The new course will teach students about healthy lifestyles, development of social skills, tolerance, environmental protection, security and violence issues and about other important societal issues. The initiative of introducing the above-mentioned subject was met with a certain level of criticism and resistance from the side of traditional, conservative society in the country, making it evident that the awareness on the democracy and human rights issues shall be addressed on a wider scale, including the general public, families, faith-based organizations etc."
Q5 In your country, have strategic approaches / measures been taken to counter these inconsistencies, since 2012?
Yes
If yes, please specify:
Draft strategy document for civic education development has been developed, where the experts and representatives of the Ministry have determined the challenges that the civic education faces today in Georgia. This document doesn’t have an official status so far. On the basis of the comment provided by representative of Tbilisi City Assembly, in this regard, since 2012 Georgia has taken appropriate measures in terms of financial Support, Creating data base, involvement of civil society. In compliance with the Public Defender's Office of Georgia, "the major document which envisages the awareness-raising and human rights educational activities is the National Strategy on the Protection of Human Rights in Georgia, 2014-2020, and the Action Plan, which is a subject to annual update. In addition to that, from the perspective of the national human rights institution, It should be noted that, in order to raise awareness about democratic citizenship and human rights, the Human Rights Academy of the Office of Public Defender of Georgia carries out educational activities for various target groups since 2015. Until now, a number of trainings have been organized for the journalists and media representatives, legal professionals, school-teachers etc. The issue of democratic citizenship and human rights education (especially the issues of tolerance and non-discrimination) was covered by the series of trainings for the school teachers. The trainings for school teachers will be conducted this year as well and will be focused on the issue of non-discrimination".
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:
The Ministry of Education and Science of Georgia through its National Curricula Department annually carries out national curricula implementation monitoring, Objectives and principles of the Charter are in full compliance with the special requirements. So, through monitoring it is also possible to receive information in this direction. Furthermore, the Public Defender's Office of Georgia put special emphasis on the Georgian government's plan (in particular the plan of the Ministry of Education and Science of Georgia) to launch piloting of a new subject of civil education, ‘Society and Me’, which will be taught in a pre-selected group of schools before becoming mandatory to all school-aged students. The new course will teach students about healthy lifestyles, development of social skills, tolerance, environmental protection, security and violence issues and about other important societal issues. In addition to the efforts of the government, the civil education has been supported by the international organizations in the country for more than two decades. The international donor organizations supporting the EDC/HRE are EU, CoE, USAID, etc.
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:
Under the National Curriculum department of the Ministry, it is planned to expand implementation of the monitoring of the national curricula in Georgia. (See annex Q6) In addition, the Ministry of Education and Science of Georgia, in parallel with provision of the formal education, regularly organizes competitions in the field of Democratic Citizenship and Human Rights, in order to promote awareness-raising among school students in Georgia. The Public Defender's Office of Georgia reiterated its comment made with regard to Q6 and stated that piloting of the new subject of civil education, ‘Society and Me’, will be taught in a pre-selected group of schools before becoming mandatory to all school-aged students. The new course will teach students about healthy lifestyles, development of social skills, tolerance, environmental protection, security and violence issues and about other important societal issues. Currently, the Ministry of Education and Science of Georgia is working on the textbooks. The course, initially open to students in 3rd and 4th grades; however, it is planned expand the program in future years and deliver the program to all school-aged students in the country.
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?
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:
According to the Public Defender's Office of Georgia, the importance of the Charter is underestimated, thus there is a need of raising awareness about this document and its importance
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
Not 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
d) Quality Assurance of EDC in Schools
Scarcely used
e) School-Community-University Partnerships for Sustainable Democracy: EDC in Europe and the US
Not used
f) Living Democracy' Manuals for Teachers
Extensively used
g) A Compendium of Good Practice in HRE
Not used
h) Compass, manual for human rights education with young people
Scarcely used
i) Compasito, manual for human rights education with children
I do not know/Information not available
j) Human Rights and Democracy Start with Us – Charter for All
Scarcely 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”)
Moderately used
m) “Freedom(s) - Learning activities for secondary schools on the case law of the European Court of Human Rights
Not used
Other (please specify: ______)
If these resources were useful, please specify:
To use above mentioned documents for the purposes of EDC/HRE has a very important role. Only a small part of Georgian specialists use them. The visibility of the resources is fairly high. It should be also mentioned, that there are different attitudes towards the new subject "Me and Society" which is planned to be introduced to the school curricula.
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:
Instead of “Education for democratic citizenship” and “Human rights education” we use term civic education. The notion of citizenship is explained on the following links:
- http://www.nplg.gov.ge/gwdict/index.php?a=term&d=5&t=4045
- http://www.nplg.gov.ge/gwdict/index.php?a=term&d=6&t=2763
However, Georgian media representative from Georgian Dream TV Company explained the absence of explicit definition of EDC/HRE with the following argument "Civic Education (as a subject) covers the democratic citizenship".
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.
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?
Scarcely
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?
Scarcely
In case if education laws, policies, and strategic objectives do refer explicitly to EDC/HRE, please specify:
Law of Georgia on General Education, By-law National Curriculum of Georgia; In addition to this, the Public Defender's Office of Georgia provided the list of legal acts, where the given issue is enshrined to a different extent. In particular, a number of policy/legal documents mention the issue of mainstreaming human rights and civil education in the educational programs; these documents are - Law of Georgia on General Education, Law of Georgia on Higher Education, Law of Georgia on Vocational Education; draft Strategy of the Ministry of Education and Science of Georgia on the Strategic Dimensions of Developing the System of Science and Education and the Strategy of the Ministry of Education and Science of Georgia on Vocational Education, 2013-2020.
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:
In connection with
- a) Democratic citizenship and human rights is being taught in the framework of compulsory subject Civil Education. This theme is presented as compulsory subject in IX and X grades of the national curriculum for the years of 2011-2016. In V, VI, VII, VIII, XI and XII grades the subject is integrated into History and Geography. For Civic education compulsory subject standards, together with other standards of social sciences please visit the following link. http://www.mes.gov.ge/content.php?id=3923&lang=geo At this stage, national curriculum for the years of 2011-2016 is under revision. In this context, it was decided to enhance the role of civic education in formal education. In particular, social studies will be taught from III grade. In the primary classes it will be presented in two subjects: Me and Society (III-IV grades) and Our Georgia (V-VI) grades. In VII – X grades civil education will be presented as independent compulsory subject.
In connection with b): National curriculum for the years of 2011-2016 offers selective subjects to the schoolchildren at their secondary education level . Among these subjects, civic education bear the most relevance to EDC/HRE. These subjects are : Economics and State, Basics of Entrepreneurship, State and Law. For the standards of these subjects please visit the following link: http://www.mes.gov.ge/content.php?id=3923&lang=geo
In connection with c): National curriculum for the years of 2011-2016 offers selective subjects to the schoolchildren at their secondary education level. Among these subjects, subjects of civic education bears the most resemblance to EDC/HRE. These subjects are : Economics and State , Basics of Entrepreneurship, State and Law. For the standards of these subjects please visit the following link: http://www.mes.gov.ge/content.php?id=3923&lang=geo
In connection with d): In compliance with national goals of general education and public requirements, national curriculum singles out 9 cross cutting priorities. They shall be developed in parallel to the development of specific competences required for teaching of all subjects. One of the cross cutting priorities is Civic and Social Competence. At this stage, national curriculum for the years of 2011-2016 is under revision. It was decided that more attention will be devoted to EDC/HRE in school culture in the scopes of the national curriculum (1st part, which defines organization of learning and teaching process and conceptual issues).
Further comments
Contributor from media "Georgian Dream TV Company" as well as contributor from the Public Defender's Office of Georgia further specified the name of subjects (civic education and specific subject "Society and Me") that are obligatory at public schools in Georgia. The Public Defender's Office additionally pointed that existing subject “Civic Education” is obligatory at public schools in Georgia on the 9-10 grades and is optional in the final grades; Besides, contributor from Georgian Dream TV Company noted that all subjects at school cover the civic education issues as a crosscutting competence.
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?
NC: At this stage, national curriculum for the years of 2011-2016 is under revision. It has great importance including in connection with EDC/HRE. Wider public is actively engaged in the revision of national curriculum. These are school teachers, school administration representatives, NGOs, international organizations, experts of the Ministry. Revised national curriculum is provided to the schools and universities for review and comments. Public is well informed on the outcomes of revision. Moreover, revised subject standards sometimes become the issue of active public debate (debates on the subjects of "Me and Society" and "My Georgia").
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:
Democratic governance in schools is foreseen by Georgian normative acts, however introduction is scarce in practice.
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:
NC: Teacher Professional Development Centre, adapted to the needs of teachers, has been functional in Georgia. As for school leaders, other education staff, youth leaders (in and out of school) are retrained in EDC/HRE.
Based on the comment provided by the Public Defender's Office of Georgia, the international non-governmental organization PH International implements the program – Momavlis Taoba (Future Generation) (2014-17). This program is implemented with the financial support from the United States Agency for International Development (USAID). The program will be carried out in partnership with the Centre for Training and Consultancy and 11 regional partner NGOs and will cover 480 schools nationwide, in all regions of Georgia. The purpose of MT is to 1) promote greater civic engagement of young people; and 2) enhance civil society’s role in promoting transparent and accountable governance at the national and local levels by expanding and institutionalizing secondary school civics education curricula and practical applications.
Gugeshashvili: The organization PH International implements the program – Momavlis Taoba (Future Generation) (2014-17). This program is implemented with the financial support from the United States Agency for International Development (USAID). The program will be carried out in partnership with the Centre for Training and Consultancy and 11 regional partner NGOs and will cover 480 schools nationwide, in all regions of Georgia. The purpose of MT is to 1) promote greater civic engagement of young people; and 2) enhance civil society’s role in promoting transparent and accountable governance at the national and local levels by expanding and institutionalizing secondary school civics education curricula and practical applications.
Georgian Dream TV Company indicated that the State develops policy, provides services and evaluates outcomes. State institutions are main providers of training and it’s fully centralized.
If no, please explain why not:
According to the contributor from "Georgian Dream TV Company", the cooperation between schools and youth CSOs, local community is very poor.
If to some extent, please specify:
Further comments
Based on media contributor from "Georgian Dream TV Company", Georgia needs high qualified teachers and skilled school administration.
Provide examples of good practice:
On the bases of Georgian Dream TV Company remark, "Schools make decision of cooperating with CSOs, Universities, the service learning is a main part of school life
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 little extent
c) Community groups
To a little extent
d) Parents' groups
To a fair extent
e) Other (please specify: ______)
If not at all or to a little extent, please explain why:
Community groups and parent groups are seldom structurally formed in Georgia. Consequently, they represent no serious factor in political processes. As for the youth organizations, they maintain relations with the MoES to a lesser extent.
NGOs in Georgia are to a certain extent involved in EDC/HRE. They try to harmonize their activities with the goals of the MoES. They often coordinate their activities with the Ministry to this end.
NGO “Tanadgoma” participated in the revision process of the National Curriculum for 2011-2016. Subsequently, it provided funding for piloting of a new subject “Me and Society”.
According to contributor from Georgian Media, in particular "Georgian Dream TV Company", "on April 4 Ministry issued special decree N279. According to the decree only 16 organizations programs/projects/training will give credits to teachers. Among these institutions are Ministries semi-autonomous body, European Council, USAID funded projects with partnership of Ministry. Most programs covers subject knowledge and pedagogy, very few is focused on Civic Values".
If to a large extent, please explain the factors for success:
Provide examples of good practice:
Contributor from Georgian Dream TV Compnay believes that it will be effective if State will support accreditation system of teacher professional development programs
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:
Ministry of Education and Science conducts monitoring of the introduction of National Curriculum every year to check the efficiency of teaching-learning of EDC/HRE in schools of Georgia. The mentioned monitoring is being conducted for every level of teaching in every school subject. A special questionnaire has been developed, enabling to reveal qualitative problems. Subsequently, they are taken into consideration by the MoES.
According to the contributor of "Georgian Dream TV Company", teachers professional Development programs accreditation statute was approved in 2008, but till 2011 it doesn’t work. So external evaluation system is not influence the improvement of school staff competence.
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:
The Contributor of Georgian Dream TV Company gave example of good practice by stating "Independent Accreditation system".
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?
This requires a systemic approach: Education for Democratic Citizenship should be addressed strategically, related research should be planned and implemented on regular basis.
Further comments
These kind of researches are periodically carried out by the international organizations. The results are shared with the MoES. For example, correlation analysis of the needed and approximate number of teachers (2012) was conducted by the Institute for Social Research and Analysis in cooperation with the National Centre for Teachers Professional Development. Research on the intake of teachers: results of interviews with schoolteachers (December, 2012), conducted by the Institute for Social Research and Analysis in cooperation with the National Centre for Teachers Professional Development. At the same time, introduction of the monitoring of National Curriculum can be regarded as a research to a certain extent.
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:
The Contributor of "Georgian Dream TV Company" remarked that "the curricula covers the mentioned topics, but practical aspects of civic education needs to be more developed".
What needs to be done to encourage more active promotion of such educational approaches and teaching methods?
According to the Contributor of "Georgian Dream TV Company", it is necessary to provide "diversity of training programs, more connection of formal and non-formal education courses".
Further comments
In our opinion, civil education lessons will become more interactive and productive if democratic values are introduced in school communities to a larger extent.
The Contributor from the Public Defender's Office of Georgia stated that "as a representative of the national human rights institution, it can be said that the Office of Public Defender of Georgia organized a number of trainings and round table discussions on the issue of Anti-discrimination Law in public schools, where the school children and the teachers showed a high level or interest and engagement. Therefore, more similar activities shall be organized by various institutions to promote social cohesion, equality and non-discrimination".
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:
What were the key conclusions?
Who takes part in the evaluation process?
Example of good practice:
Further comments:
The Contributor of the Public Defender's Office of Georgia pointed out that "the pilot studies of the new subject “Society and Me” will be launched in pre-selected public schools all over the country and based will be evaluated to come up with the final version of the subject to be taught throughout the country".
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:
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
Yes
Please specify 'Other international/ European organisations'
The Contributor from History Teachers Association of Georgia named Eastern Partnership Cultural Program (The result was: 5 countries cooperation and common publication: Cultural Crossroad” in 5 languages; www.euroclio.eu)
What are your expectations from such cooperation?
According to the contributor from the Public Defender's Office of Georgia, "the newly created unit - Human Rights Academy within the Office of Public Defender of Georgia, plans to intensively cooperate with international organizations for the purpose of introducing the EDC/HRE education principles and methods in the activities of the Academy, raising funds and sharing the best practice from the existing international experience".
To what extent are these expectations met?
Georgian Dream TV Company stressed that this cooperation positively impacts on Civil society in general.
How could such cooperation be made more useful?
Georgian Dream TV Company emphasized the need for more focus on education.
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
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
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
Medium impact
d) Reduction/cuts in funding
Medium 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.)
Low impact
h) Lack of public interest and support
High 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
Please specify other
We believe there are three following principal challenges to the development and introduction of EDC/HRE:
1.This issue must be perceived by the population of Georgia as a real means of further development of the country and not as a formality;
2. Life of the school community must be based on democratic values to a greater extent.
3. Rating of schoolchildren on the basis of separate project assignments must become a common practice.
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)
Medium
f) Role of non-governmental organisations (NGOs), youth organisations and other stakeholders
Medium
g) Criteria for evaluation
Medium
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
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:
The Ministry of Education and Science of Georgia think that the questionnaire will be greatly improved if there are great many questions there checking how successfully EDC/HRE are introduced directly on the level of study practice.
The contributor from Georgian youth organization "Academy for Peace and Development" pointed out that "While being a leader of NGO and professional in non-formal education, youth work and youth policy, many questions posed in the questionnaire seemed not-relevant. I would suggest to tailor questionnaire to the specific target audience, so we can have a greater contribution to the research made;
The Contributor from NGO "Child, Family, Society" recommended that "the questionnaire would be easier to use if it could be shortened and streamlined.";
As for the contributor from the Public Defender's Office of Georgia, he suggested that "the questionnaire shall be adjusted to various stakeholders in charge of EDC/HRE education and shall not be designed only for the policy making authority (this questionnaire is mainly for the representatives of the Ministry of Education and Science of Georgia)".
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
n/a
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?
The contributor from the Public Defender's Office of Georgia pointed out that "according to the information at our hands, there have not been any significant changes on the national legislative level with regard to the citizenship and human rights education for the last 5 years".
Q32 What are the thematic areas of education of particular concern to your Committee in this respect?
According to the contributor from Georgian Dream TV Company, the thematic areas of education of particular concern are "teachers professional development, youth activism, media literacy".
The Public Defender’s Office of Georgia prioritizes the human rights educational activities based on its experience of scope and scale of human rights violations in the country. So far, the main focus of the trainings for teachers conducted by the Human Rights Academy have been made on the issues of tolerance and non-discrimination;
According to the contributor from "History Teachers Association in Georgia", thematic areas of particular concern are "the role of civic society in strengthening the democratic statehood and institutions, cultural diversity and public presence, protecting the natural and cultural heritage".
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 contributor from the Public Defender's Office of Georgia commented that "while there have been some efforts from the side of government on introducing EDC/HRE in formal education, more efforts are needed in this direction and equally important is to raise awareness on democratic citizenship and human rights among the wider community, including parents, local communities, private sector, media representatives, etc."
Other contributors contacted by the respondent, including representatives of:
1. Ministries:
Ministry of Education and Science of Georgia
2. Research institutions:
3. Education professionals:
4. Civil society organisations:
NGO „Education For All“
a. Teachers organisations:
History Teacher's Association, TPDC (Teacher professional Development Centre)
b Youth organisations
Academy for Peace and Development
c Children organisations
d Parents organisations
NGO "Child, Family, Society"
5. National human rights institutions
Public Defender's Office in Georgia
6. Parliaments
7. Local and regional authorities
Tbilisi City Assembly
8. International institutions
9. Medias
GDS - Georgian Dream TV Company
10. Others
City Hall of Kutaisi
