Germany
2016 Report on the State of Citizenship and Human Rights Education in Europe
Questionnaire filled in by Standing Conference of the Ministers of Education and cultural affairs of the Laender in the Federal Republic of Germany, Department European and Multilateral Affairs
GENERAL QUESTIONS
Q1 Would you agree that citizenship and human rights education is a means to address…
a) … violent extremism and radicalisation leading to terrorism?
To a 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 fair 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 fair 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
In this context is refered to the following resolutions of the Standing Conference of the Ministers of Education and Cultural Affarirs in Germany
- Menschenrechtserziehung in der Schule (Human rights education in schools, KMK Resolution of 04.12.1980 as amended on 14.12.2000)
- Einheitliche Prüfungsanforderungen in der Abiturprüfung Geschichte (Standardised examination requirements for the upper secondary school leaving certificate, KMK Resolution of 01.12.1989 as amended on 10.02.2005) and Sozialkunde/Politik (Social studies, politics, KMK Resolution of 01.12.1989 as amended on 17.11.2005)
- Berücksichtigung der Arbeit des Volksbundes Deutsche Kriegsgräberfürsorge e.V. in den Schulen (Consideration in schools of the work carried out by the German War Graves Commission, KMK Resolution of 22.03.1968 as amended on 27.04.2006)
- Europabildung in der Schule (European education in schools, KMK Resolution of 08.06.78 as amended on 05.05.08)
- Stärkung der Demokratieerziehung (Strengthening of democracy education, KMK Resolution of 06.03.2009)
- Empfehlung zur Nutzung des 9. November als Projekttag zur Auseinandersetzung mit der deutschen Geschichte im 20. Jahrhundert (Recommendation on the use of 9 November as a project day to appraise German history in the 20th century, KMK Resolution of 18.06.2009)
- Medienbildung in der Schule (Media education in schools, KMK Resolution of 08.03.2012)
- Empfehlung der Kultusministerkonferenz zur kulturellen Kinder- und Jugendbildung (Recommendation of the Ministers of Education and Cultural Affairs on cultural education for children and young people, KMK Resolution of 01.02.2007 as amended on 10.10.2013)
- Interkulturelle Bildung und Erziehung in der Schule (Intercultural education in schools, KMK Resolution of 25.10.1996 as amended on 05.12.2013).
- Remembering our past for our future recommendations for a culture of remembrance to form an object of historical and political education in schools (Resolution adopted by the KMK on 11 December 2014) To get an overview see http://www.bildungsserver.de/Demokratie-und-Partizipation-lernen-und-leben-4631.html
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
Not at all
b) Availability of data on effectiveness of EDC/HRE with respect to meeting the current challenges in our societies, including examples of good practice
To a little extent
c) Advocacy by civil society organisations
To a little extent
d) Advocacy by prominent personalities
To a little extent
e) Increased visibility of EDC/HRE in the media coverage
To a fair extent
f) Political will
To a little extent
g) Political pressure from regional and international institutions
Not at all
h) More resources allotted to EDC/HRE
To a fair extent
i) Other
Please specify “other”
Further comments
In Germany EDC/HRE is already enjoying great priority. Therefore further measures don't seem necessary.
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?
To a little extent
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?
Yes
If yes, please specify:
Foundations and other NGO try to foster EDC/HRE orientation for instance by democratic school awards.
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:
If no, please explain why not:
Further comments
Education for democratic citizenship and human rights education is already an essential component and cross-cutting issue in all levels of formal education as well as in non-formal education, including (ongoing) teacher training, in the German education system. The measures and initiatives in EDC/HRE which have already been existing and are being further developed are consistent with the objectives and principles of the Council of Europe Charter on EDC/HRE. Therefore, the implementation of the CoE-Charter in Germany builds upon the already existing educational policies and activities in EDC/HRE. They receive further impulse by the CoE-Charter according to the requirements at regional or state level as well as to requirements in the respective educational institutions.
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:
If no, please explain why not:
Further comments
Promoting Citizenship and Human Rights Education is a permanent task and essential target in our education system.
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:
People speaking a minority language (like Danish, Serbian...) also speak German.
Further comments
Q9 The Council of Europe has produced a number of tools and resources to promote and support citizenship and human rights education within and across the States Party to the European Cultural Convention. These tools and resources are available at: www.coe.int/en/web/edc/resources and at: www.coe.int/compass (Please indicate the usefulness, in your country, of the following Council of Europe tools and resources.)
a) Charter on EDC/HRE
Moderately used
b) Strategic Support for Decision-makers: Policy Tool for EDC/HRE
Scarcely used
c) Democratic Governance of Schools
Scarcely used
d) How all Teachers Can Support EDC/HRE: A Framework for the Development of Competencies
I do not know/Information not available
d) Quality Assurance of EDC in Schools
I do not know/Information not available
e) School-Community-University Partnerships for Sustainable Democracy: EDC in Europe and the US
I do not know/Information not available
f) Living Democracy' Manuals for Teachers
Scarcely used
g) A Compendium of Good Practice in HRE
I do not know/Information not available
h) Compass, manual for human rights education with young people
Moderately used
i) Compasito, manual for human rights education with children
Moderately used
j) Human Rights and Democracy Start with Us – Charter for All
I do not know/Information not available
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”)
I do not know/Information not available
m) “Freedom(s) - Learning activities for secondary schools on the case law of the European Court of Human Rights
I do not know/Information not available
Other (please specify: ______)
If these resources were useful, please specify:
If these resources were not useful, please specify:
Further comments
The CoE tools and resources on EDC/HRE have been disseminated into the Laender (states) upon request, information about the effective usefulness of the material in educational institutions is not available because of the decentralized educational system. The teaching materials as well as standard-setting instruments of the CoE in EDC/HRE, however, are taken into account by political decision-makers as well as experts and educators in the ongoing initiatives aiming at strengthening EDC/HRE in formal and non-formal education (see f. e. the Federal Agency for Civic Education (Bundeszentrale für politische Bildung) http://www.bpb.de/apuz/148214/politische-bildung-in-europa)
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 (“Demokratieerziehung”) and human rights education (“Menschenrechtsbildung”);
Websites: https://www.kmk.org/themen/allgemeinbildende-schulen/weitere-unterrichtsinhalte/demokratieerziehung.html and https://www.kmk.org/themen/allgemeinbildende-schulen/weitere-unterrichtsinhalte/menschenrechtsbildung.html
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?
Scarcely
c) … in higher education?
Scarcely
d) … in the training of education personnel?
Scarcely
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:
In case if education laws, policies, and strategic objectives do not explicitly refer EDC/HRE, please explain why not:
See comment to Q9
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:
Further comments
In Germany, school laws, curricula prefaces and introductions to teaching material usually refer to the democratic constitution. They accent the responsibility of the school for EDC/HRE in general. In the process of revising the curricula towards a competence-oriented learning the special curricula in social sciences define democratic and social competences. Across the instruction and the specific lessons democratic citizenship and human rights are a general principle of school and appear in the form of participation in manifold manner.
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:
The revision of curricula is a task of the 16 different school ministries. There exists no specific survey for EDC/HRE curricula reforms.
If yes, then what are/were the key challenges? How will they be / how were they overcome?
To what extent was the revision and updating process inclusive and participatory?
Further comments
Education for democratic citizenship and human rights education are the substantial task and objective of formal education at all levels as well as in non-formal education. As such it is part of the curriculum and implemented through an integrated subject-based approach, mainly in history, social sciences and politics/citizenship education. EDC/HRE is the basic underlying principle of educational policies, framework-curricula and a firm component in subject-related teaching. A non-official cooperation between some education administrations and non-governmental organisations is in progress with the objective of continuously revising and further developing EDC/HRE in the context of ongoing reforms or revisions of educational programmes.
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:
Further comments
In their mission statements (also in their basic constitutions, statutes, etc.), higher education institutions confirm their commitment to human rights. They ensure the freedom of teaching, learning and research within the framework of an understanding of knowledge that is based on democratic principles and are committed, amongst other things, to a humane, free and just society, to realising the equality of the sexes, to considering the particular concerns and requirements of disabled and ill persons, to eliminating and preventing all discrimination and to promoting international understanding.
The principles of equality and non-discrimination (on the grounds of sex, ethnicity, race, home country, origin, belief, religious or political views, disability) are enshrined in the Basic Constitutional Law (Grundgesetz) (Art. 3, Art. 6 and Art. 33 Basic Law) and also guarantee equal access to higher education institutions. Educating the individual to respect human dignity and to communicate the basic values, as stipulated in the Basic Constitutional Law, represents a key task of higher education institutions in the Federal Republic of Germany. The aim is, in addition to communicating knowledge and information, to form an understanding of the free democratic basic order of the Federal Republic and to impart consideration, tolerance and respect for other cultures, as well as a fundamental responsibility towards society. On this basis, higher education institutions enable the free development of the personality of each individual and, within the means at their disposal, endeavour to counteract inequality and discrimination. In this context, each individual, regardless of or his/her origin and social status, has the right to education and training in accordance with his/her individual skills and interests.
In accordance with the respective higher education acts, the activities of higher education institutions are guided by the spirit of freedom and they take responsibility for social justice, peace and preserving and improving living and environmental conditions. They serve to foster and develop the arts and sciences through research, teaching, studies and continuing education in a free, democratic and social state governed by the rule of law. Higher education institutions are places characterised by international collaboration and thus depend upon understanding and tolerance. Respect, tolerance and an international outlook are regarded as the basis for all activities of higher education institutions. Aware of their responsibility towards society, higher education institutions consider the possible consequences of the dissemination and use of their research results.
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:
If no, please explain why not:
Further comments
In Germany democratic governance in schools is ensured by the education acts of the Länder (federal states). One of the bodies of participation in the school sector is the teachers’ conference in which teaching staff takes decisions on instruction and education. In most of the Länder, parents´- and sometimes pupils´- representatives have a right to make their views known and take part in the deliberations of such bodies. Beside the teachers´ conference, the Schulkonferenz (school conference) generally exists as an additional organ governing cooperation between the head staff and teachers, pupils and parents as well as external cooperation partners, if applicable. In most cases the Schulkonferenz is involved in the following areas:
- Organisation of school life and teaching: school regulations and disciplinary rules, lessons and breaks, allocation of classrooms
- Pupils' protection: road safety provisions for children on their way to and from school, school transport and prevention of accidents on the school premises
- Organisation of events outside school, but under school supervision, e.g. school partnerships and stays at residential facilities in the country, visits to factories and museums etc., school rambles.
The Länder Education Acts and school participation laws recognise pupils' basic right to participation and regulate the make-up and responsibilities of the pupils' representative body. Pupils elect pupil representatives from their forms or year groups to look after their interests in accordance with the principle of representation. Pupil representatives together make up the pupil parliament (Schülerparlament, also known as the Schülerrat or Schülerausschuss). This body elects one or more pupil spokespersons for the whole school. At local authority (Kommunen), town or district level, they are usually organised into local-authority, town or district pupil parliaments (Gemeindeschülerrat, Stadtschülerrat, Kreisschülerrat) and at Länder level into Länder pupil councils (Landesschülerrat). The school and the school supervisory authorities may not usually influence the choice of pupil representatives. As well as the pupil representation organs, Land Education Acts or school constitution acts also provide for general assemblies of pupils (Schülervollversammlungen) either from the entire school or from different levels of the school, where it is intended that all pupils in a school or particular level of that school exchange opinions and hold talks or discussions.
Parents have an opportunity to make their views felt at two levels, the lower level being the individual class (in bodies called Klassenelternversammlung or Klassenpflegschaft) and the upper level being the school as a whole (in the Schulelternbeirat or Elternvertretung). At a higher level we find regional parents' councils at the level of the local authority or district and, higher still, the representative organs at the Land level (Landeselternbeirat), sometimes organized according to the different school types. Finally, the representative bodies combine to form a single federal parents' council at national level (Bundeselternrat), in order to provide a forum for information for parents on developments in the field of education policy and to advise parents on school-related issues.
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:
If no, please explain why not:
If to some extent, please specify:
Further comments
EDC/HRE is the foundation and guiding principle of teacher training as well as of other educational staff. Information on professional development or training for parents are not available. The Standards for Teacher Training in the Educational Sciences (Standards für die Lehrerbildung: Bildungswissenschaften), agreed by the Standing Conference of the Ministers of Education and cultural affairs of the Laender in the Federal Republic of Germany, make the knowledge of the constitution law, the education and the conventions on Human Rights obligatory. EDC/HRE is also essential in further training of the teachers; see f. e.
- http://www.km.bayern.de/ministerium/politische-bildung.html
- http://li.hamburg.de/demokratie/
- http://www.schule.sachsen.de/8564.htm
- http://www.schulportal-thueringen.de/demokratiepaedagogik/start and
- http://www.bpb.de/
Provide examples of good practice:
Article 10. Role of non-governmental organisations (NGOs), youth organisations and other stakeholders
Q17 To what extent, in your country, is there co-operation and support between the government and the following organisations and groups that foster citizenship and human rights education?
a) Non-governmental organisations (NGOs)
To a large extent
b) Youth organisations
To a fair 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:
Provide examples of good practice:
Further comments
Due to the federal structure of Germany and education being under the responsibility of the Laender (states), there is a multitude of activities carried out by the ministries of education or local authorities/educational institutions in cooperation with the above-mentioned organisations and groups, most of which are not reported back to the coordinating body, i. e. the Standing Conference of Ministers of Education and cultural Affairs. Particularly the all-day schools provide an opportunity for cooperation as well as specific projects and national commemoration days.
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:
First steps have been made by a non-official cooperation of five Laender institutes and two non-governmental organizations. The result is a quality table “Caracteristics of EDC-schools” (see http://www.demokratisch-handeln.de/pdf/Merkmalskatalog_2011.pdf) http://www.dipf.de/de/publikationen/pdf-publikationen/dipf-informiert/dipf-informiert-nr.-6 as a non-binding recommendation framework of school development criteria edited by the Berlin-Brandenburg teacher training institute LISUM. Furthermore there is an amount of studies on EDC-programmes, carried out by foundations, scientific institutions etc.; f. e.:
- http://www.stiftung-evz.de/fileadmin/user_upload/EVZ_Uploads/Publikationen/Studien/2006_finale_demokratie_lernen.pdf
- http://www.bpb.de/politik/extremismus/rechtsextremismus/41420/studie
- http://www.dipf.de/de/publikationen/pdf-publikationen/dipf-informiert/dipf-informiert-nr.-6
- https://www.demokratie-leben.de/fileadmin/content/PDF-DOC-XLS/Abschlussberichte/Abschlussbericht-IDS.pdf
Please provide examples of how these criteria have been developed, reviewed and used:
To what extent have they been useful?
Provide examples of good practice:
Article 12. Research
Q19 In your country, to what extent has research been initiated and promoted on citizenship and human rights education to take stock of the current situation?
To a 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
No federal overview concerning the EDC/HRE research is available.
Some departments at German universities focus specifically on human rights education. They supervise theses and dissertations on international and European human rights protection on a regular basis:
- The UNESCO Chair in Human Rights Education at the Institute of Political Science at the Otto-von-Guericke University in Magdeburg was established in 2001. The chair aims to improve awareness for and education on human rights and tolerance in research and teaching, both in higher education institutions and schools. In addition to human rights education, research and teaching content include the Internet as medium for human rights policy, the rights of children, prejudice and xenophobia, right-wing extremism, Islam and human rights, as well as migration and integration.
Employees of the department regularly offer introductory lectures on human rights and human rights policy, which are aimed at all students at the university. Since 2006, online courses on human rights education have been offered on a regular basis; these are aimed at all educators and trainers, both in schools and non-school sectors.
Seminars are offered regularly on topics relating to the development of human rights, institutions and key players in the field of the protection of human rights, the violation of human rights, as well as the theory and practice of human rights education. These offers are tailored to students of different study courses. A connection is always established with human-rights-related issues, such as poverty, sustainable development, globalisation and extremism.
- The German section “Human Rights and Cultures” of the European UNESCO Chair in Philosophy/Paris was based at the University of Bremen from 2003 to 2011. To mark the 60th anniversary of the adoption of the “Universal Declaration of Human Rights”, the German section, in collaboration with the German UNESCO Commission, the Institutes of Intercultural and International Studies and of Philosophy of the University of Bremen, as well as the Centre of European Law and Politics, organised the UNESCO World Philosophy Day 2008 that was dedicated to “Thinking Human Rights in the Future”.
- The Chair for Human Rights and Human Rights Policies at the Friedrich-Alexander University in Erlangen-Nürnberg was established in the 2009/10 winter semester. The chair has a special thematic and, at the same time, interdisciplinary structure (comprising political science, philosophy, law, history and other disciplines) and enjoys close links with civil organisations both in Germany and abroad, e.g. the Human Rights Forum (Forum Menschenrechte) and its more than 50 member organisations. The chair is also to be established as a centre of competence for human rights issues outside of the university sector – with offers for policy advisors and journalists.”
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
In secondary as well as in higher education, basic and human rights are frequently integrated as a key part of curricula and module descriptions. This involves the rights of the individual, as well as the principles for structuring the community and, in particular, the importance of international interaction from an economic, political and cultural perspective. In accordance with the framework conditions established for the Bologna Process, this creates a basis for a broad and individual acquisition of knowledge that enables students to defend human rights and to stand up for the rights of others. Many degree programmes at German universities include studies on human rights as an interdisciplinary subject, e.g. in the field of sustainability science, intercultural communication and gender studies. In schools programmes are established, which help to settle a dispute; often pupils are trained as mediators (see http://www.bildungsserver.de/Mediation-Streitschlichtung-2208.html).
SECTION 4: EVALUATION AND COOPERATION
Article 14. Evaluation and review
Q21 Has any action been taken or foreseen to evaluate strategies and policies undertaken in accordance with the aims and principles of the Charter?
No
If not, please explain why not:
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:
- www.demokratisch-handeln.de
- www.koerber-stiftung.de
- www.blk-demokratie.de (2002-2007, EDC-programme for general and vocational schools)
- www.dkjs.de (pedagogical programme promoting democratic governance in the all-day school; yearly conferences of educational experts focussing on EDC/HRE)
- https://www.wir-fuer-demokratie.de/demokratieprogramme.html
- http://www.bmfsfj.de/BMFSFJ/kinder-und-jugend,did=164672.html
- https://www.netzwerk-courage.de/.
Further comments:
The ongoing initiatives on policy and institutional level aiming at strengthening EDC/HRE in formal and non-formal education take the standard-setting instruments of the CoE in EDC/HRE into account. They are not subject to an evaluation with special regard to the CoE-Charter, since they are continuously revised and further developed in the context of ongoing reforms or regular revisions of educational programmes. The below-mentioned links indicate past and present programmes focussing on EDC/HRE in formal and non-formal education as well as organisations and initiatives being continuously active in this field.
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:
Polish School principals Delegation visit to Germany in December 2012
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?
To what extent are these expectations met?
How could such cooperation be made more useful?
Further comments
- Council of Europe
- UN ESCWA
- European School of Governance
The German EDC/HRE coordinator supported two study visit projects of the UN ESCWA and the European School of Governance realized in 2009 for an Iraqi delegation of school principals and another Iraqi delegation of the national education board.
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
2
b) An opportunity to promote good practice
1
c) A support tool for dialogue with other countries and within the country
3
d) Access to expertise from other countries and from international institutions
4
e) Other
Please specify other
Q25 What are your expectations from the Council of Europe? [Please indicate the current level of satisfaction from 1 (not useful) - 5 (very useful) for each expectation]
a) An encouragement / motivation for stronger action and higher quality
3
b) Opportunities for sharing and cooperation with other countries
3
c) Provision of a shared framework of reference / common standards
3
d) Impetus for dialogue and cooperation within the country
2
e) Authoritative encouragement to ensure respect of commitments
2
f) Technical advice / technical assistance
2
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
3
h) Other
5
Please specify other
Professionally moderated online discussion platform for school practitioners
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
Low impact
c) Impact of the economic crisis/recession
Low impact
d) Reduction/cuts in funding
Low 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.)
Low impact
h) Lack of public interest and support
Low impact
i) Lack of media interest and support
Medium impact
j) Lack of support from European organisations (Council of Europe, EU etc.)
Low impact
k)Other
Please specify other
Further comments (half a page maximum):
FOLLOW-UP QUESTIONNAIRE
There are plans to repeat this questionnaire in 5 years’ time to get a further sense of the progress of the States Party to the European Cultural Convention in pursuing the aims and principles for citizenship and human rights education promoted by the present Charter. It is also proposed to design the questionnaire focusing on particular areas.
Q27 What particular areas should the follow-up Questionnaire focus on for the next review cycle? (Please indicate the level of priority for each area)
a) Formal general (pre-primary, primary and secondary school) and vocational education
Medium
b) Higher education
Medium
c) Pre-school education
Medium
d) Democratic governance of educational institutions
Medium
e) Training (initial and on-going)
High
f) Role of non-governmental organisations (NGOs), youth organisations and other stakeholders
Low
g) Criteria for evaluation
Low
h) Research
High
i) Social cohesion, valuing diversity and handling differences and conflict
High
j) Evaluation and review
Low
k) International and European co-operation
Medium
l) Other
High
Please specify other
Influence of the family, the peer group, the digital media compared to programmes on EDC/HRE in schools
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)]
5
Further comments:
FOCUS GROUP 2016: PARLIAMENTARIANS
NB: The questions below are to be addressed to the Education Commission in the National Parliament or other similar bodies
Please indicate which body has been contacted
Q30 Would you agree that citizenship and human rights education is a means to address…
a) … violent extremism and radicalisation leading to terrorism?
b) … integration of migrants and refugees?
c) … consequences of the economic crisis / austerity measures / social exclusion?
d) … the deficit of democratic participation of both vulnerable and non-vulnerable groups in society with the overall aim of building cohesive and equitable societies?
Further comments:
Q31 What legislation has been adopted in the last 5 years or is in preparation, with a view to support and promote citizenship and human rights education?
Q32 What are the thematic areas of education of particular concern to your Committee in this respect?
Q33 Do you have any further comments to make not provided elsewhere? If so, please use the space below.
Q34 Further comments on citizenship and human rights education in the country:
For the evaluation of the German contribution, we would like to draw your attention to the following fact: Due to the federal structure of Germany, and education being in the competence of the 16 Laender (states), there is a variety of policies and practices in EDC/HRE in formal education that is not co-ordinated by a central institution. Therefore, not all existing measures or legal provisions could be taken into account for answering this survey. The questionnaire can thus represent only a summarized form of the ongoing initiatives related to EDC/HRE in Germany.
Other contributors contacted by the respondent, including representatives of:
1. Ministries:
Dr. Andrea Schwermer Standing Conference of the Ministers of Education and cultural affairs of the Laender in the Federal Republic of Germany, School Department
2. Research institutions:
3. Education professionals:
Clemes Brüchert, Pädagogisches Landesinstitut Rheinland-Pfalz, Referat 2.04 Schwerpunktthemen der Schul- und Unterrichtsentwicklung, Migration EDC/HRE Coordinator for Germany Kurt Edler, Landesinstitut für Lehrerbildung und Schulentwicklung, Hamburg
4. Civil society organisations:
a. Teachers organisations:
b Youth organisations
c Children organisations
d Parents organisations
5. National human rights institutions
6. Parliaments
7. Local and regional authorities
8. International institutions
9. Medias
10. Others
