Greece
2016 Report on the State of Citizenship and Human Rights Education in Europe
Questionnaire filled in by the Ministry of Education, Research & Religious Affairs, Directorate of European and International Affairs, International Relations Division
GENERAL QUESTIONS
Q1 Would you agree that citizenship and human rights education is a means to address…
a) … violent extremism and radicalisation leading to terrorism?
To a great extent
b) … integration of migrants and refugees?
To a great extent
c) … consequences of the economic crisis / austerity measures / social exclusion?
To a great extent
d) … the deficit of democratic participation of both vulnerable and non-vulnerable groups in society with the overall aim of building cohesive and equitable societies?
To a great extent
Q2 In your country, is priority given to…
a) … EDC/HRE at national government level
To a 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 fair extent
e) … making resources / materials about EDC/HRE available
To a fair extent
f) … making financial support for EDC/HRE available
To a little extent
g) … supporting co-operation with NGOs, including youth organisations, in the field of EDC/HRE?
To a fair extent
Further comments
Q3 What is needed for citizenship and human rights education to receive a greater priority in your country?
a) Improved awareness of relevance of EDC/HRE for meeting the current challenges in our societies
To a fair extent
b) Availability of data on effectiveness of EDC/HRE with respect to meeting the current challenges in our societies, including examples of good practice
To a large extent
c) Advocacy by civil society organisations
To a fair extent
d) Advocacy by prominent personalities
To a fair extent
e) Increased visibility of EDC/HRE in the media coverage
To a large extent
f) Political will
To a fair extent
g) Political pressure from regional and international institutions
To a little extent
h) More resources allotted to EDC/HRE
To a large extent
i) Other
Please specify “other”
Further comments
A more long-term approach to human rights and democratic citizenship education is critical.Continuity and stability in Education policy is required to ensure that EDC/HRE programmes transcend political changes and run in the education curricula systemically so that they have an added value in the long run.
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 fair extent
b)…EDC/HRE policies and their implementation in practice?
To a fair extent
c)…EDC/HRE policies and other policy sectors?
To a fair extent
Please describe the existing inconsistences:
The most important inconsistency exists between the curricula for EDC/HRE, the textbooks for use in schools and the teaching practices. While there are state-of-the-art statements of principle, the instructional materials are mainly academic-oriented, the teaching practices may sometimes be traditional, while more innovative and creative approaches are needed.
Further comments
Q5 In your country, have strategic approaches / measures been taken to counter these inconsistencies, since 2012?
Yes
If yes, please specify:
The Ministry of Education, Research and Religious Affairs, in cooperation with the Institute of Education Policy, are revising the curricula and textbooks in order to streamline teaching and give a more project-oriented character to relevant courses as well as promote activities that enhance students participation.
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:
- In 2015, the drafting of new curricula and guidelines for teachers of compulsory and high school education (pre-primary, primary, junior high school, senior high school), as well as for music and art high schools was completed. The new curricula focus on differentiated pedagogy to promote acceptance and respect for diversity. At the same time, issues related to the rights of child, the rights of persons with disabilities and of vulnerable groups run through and are promoted in all disciplines and at all school levels.
- Greece was the coordinator country of the EU/CoE Pilot project Addressing Violence in Schools through Education for Democratic Citizenship and Human Rights Education. The other countries involved were Hungary, Montenegro, Poland and Romania. The overall objective of the project was to raise awareness of violence in schools, to explore educational policies and practices to address and prevent violence in school and develop a scheme which both promotes democratic citizenship and combats violence at school.
- In October 2015, the first Greek Summer Academy on Human Rights was organized by the Greek Ministry Education and the European Wergeland Centre. The Greek Summer Academy focused in particular on contemporary challenges in Greek schools in a whole school approach. Thirteen (13) teams of Greek teachers and their school heads from all over the country participated in the Academy.
- The Ministry of Education has been supporting the CoE Pestalozzi activities with many Greek participants in its seminars and workshops who after participation act as multipliers in the Greek primary and secondary education both as teachers and as teachers' trainers.
- Plenty of diverse activities related to human rights and active democratic citizenship in the framework of promoting sustainable development have been organised in schools participating in the Unesco AspNet Network of schools (almost 160) in Greece.
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:
In the framework of the economic crisis in Greece, as well as of the large influx of refugees and newly arrived migrants in the country, issues related to EDC/HRE are gaining increasingly more ground in education at all levels. As a result, several public and civil society stakeholders have initiated and are planning activities to promote EDC/HRE. These include, apart from the bodies of the Ministry of Education itself, the Greek Ombudsman for Children, the Scientific Societies of the EDC/HRE educators and University Departments.
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?
No
If no, please explain why not:
It is not available in minority language(s) since there are no official minority languages in Greece.
Further comments
Q9 The Council of Europe has produced a number of tools and resources to promote and support citizenship and human rights education within and across the States Party to the European Cultural Convention. These tools and resources are available at: www.coe.int/en/web/edc/resources and at: www.coe.int/compass (Please indicate the usefulness, in your country, of the following Council of Europe tools and resources.)
a) Charter on EDC/HRE
Moderately used
b) Strategic Support for Decision-makers: Policy Tool for EDC/HRE
Scarcely used
c) Democratic Governance of Schools
Moderately used
d) How all Teachers Can Support EDC/HRE: A Framework for the Development of Competencies
Scarcely used
d) Quality Assurance of EDC in Schools
Scarcely used
e) School-Community-University Partnerships for Sustainable Democracy: EDC in Europe and the US
Scarcely used
f) Living Democracy' Manuals for Teachers
Extensively used
g) A Compendium of Good Practice in HRE
Scarcely used
h) Compass, manual for human rights education with young people
Extensively used
i) Compasito, manual for human rights education with children
Extensively used
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”)
Scarcely 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: ______)
If these resources were useful, please specify:
These resources are both useful and used in the framework of EDC/HRE. Nevertheless, as regards their use in formal education, it takes place within the framework of the limited pedagogic autonomy of Greek schools and the pressure from the curriculum overload.
If these resources were not useful, please specify:
Further comments
QUESTIONS ON SPECIFIC ARTICLES OF THE CHARTER
SECTION 1: GENERAL PROVISIONS
Article 3. Relationship between education for democratic citizenship and human rights education
Q10 Is there a shared working definition of citizenship and human rights education in your country?
Yes
In case if there is no shared working definition of citizenship and human rights education, please explain why not:
Please provide the name of the term in English and in original language as well as its definition and indicate the references and/or web link.
To begin with, the term EDC/HRE is often used as such, most often translated as "Εκπαίδευση για τη δημοκρατική ιδιότητα του πολίτη και τα ανθρώπινα δικαιώματα". In any case, the content of EDC/HRE can also be implied or included in "Αγωγή του Πολίτη" (Civic Education), "Κοινωνική και Πολιτική Αγωγή" (Civic and Political Education), "Εκπαίδευση στα Δικαιώματα" (Education on Rights), etc.
SECTION 2: OBJECTIVES AND PRINCIPLES
Article 5. Objectives and Principles
Q11 In your country, to what extent do education laws, policies, and strategic objectives explicitly refer to citizenship and human rights education
a) … in formal education at pre-primary, primary and secondary level?
Moderately
b) … in vocational education and training?
Scarcely
c) … in higher education?
Moderately
d) … in the training of education personnel?
Moderately
e) … in youth policy and non-formal education?
Moderately
In case if education laws, policies, and strategic objectives do refer explicitly to EDC/HRE, please specify:
EDC/HRE is mentioned explicitly in the framework laws of general and special needs education, and it is considered as a national objective by the Ministry of Education, Research and Religious Affairs especially in the context of the socioeconomic crisis.
In case if education laws, policies, and strategic objectives do not explicitly refer EDC/HRE, please explain why not:
SECTION 3: POLICIES
Article 6. Formal general and vocational education
Q12 In your country is education for democratic citizenship and human rights promoted as follows in schools and colleges:
a) specific subject matter – obligatory
c) cross-curricula approach
d) whole school approach
Please provide further details including web links where appropriate:
In particular, Civic and Political Education is taught one (1) hour per week in the 5th & 6th grades of primary school. Civic and political education is taught two (2) hours per week in the 3rd grade of junior high school. Civic Education is taught three (3) hours per week in the 1st grade of senior high school (general and vocational education) and two (2) hours per week in the 2nd grade. Basic Principles of Social Sciences is taught two (2) hours per week in the humanities orientation of the 2nd grade senior high school (general education), while History of Social Sciences is taught one (1) hour per week in the 3rd class of senior high school (general education). Additionally, in the Greek official curricula it is stipulated that pupils and students must be offered practical experience outside the school context which promote the acquisition of citizenship skills in a participatory way. In particular, active citizenship projects are available to primary pupils on a voluntary basis as part of “creative and integrated curriculum activities” (The Flexible Zone of Interdisciplinary and Creative Activities ). At lower secondary level, students may carry out inquiry-based work on themes from the “civic and political education” and “home economics” curriculum areas.
Further comments
In particular, the values of acceptance and respect for diversity and human rights, and in effect promoting citizenship related issues, constitute fundamental interdisciplinary concepts in that:
a) they are diffused in the curricula of various courses, such as the Modern Greek Language and Literature, Foreign Languages, History and Religion,
b) they become more specific through interdisciplinary activities and work plans for implementation in various courses,
c) they are taught under independent "interdisciplinary" subjects such as “Civic and Political Education” and “Elements of Civic and Political Sciences”, “Study of the Environment”, “Environment and Education for Sustainable Development”, “School and Social life”.
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?
The key challenges identified by the new curricula and instructional approaches pertain to giving the relevant courses a more active learning approach through the use of a wide spectrum of materials and methods.
To what extent was the revision and updating process inclusive and participatory?
The revision of the curricula was carried out by the Institute of Education Policy which, for this purpose, addressed the education community and formed relevant curricula and textbooks revision committees comprising of active educators, school counsellors and university professors.
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
EDC/HRE in higher education institutions is included as a subject mainly in the pedagogical departments or in courses related to education policies and practices.
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:
Schools are governed by the school director and the board of teaching staff, adopting a shared leadership approach. In school communities, teachers and students work towards creating a set of rules for the school. There are student councils and there is parental and municipalities involvement through relevant bodies. Since 2015, the selection of the school director includes a vote procedure by the teaching staff of the school.
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)?
To some extent
e) … teacher trainers / trainers of trainers?
Yes
f) … parents?
To some extent
If yes, please specify:
Pre-service teacher education is offered by University Departments and (since Universities are autonomous entities) the pre-service teacher education study programmes vary.
In initial teacher training as well as in continuing professional development, there have been considerable initiatives to provide for EDC / HRE in them, also in relation to the introduction of the new curricula and textbooks. Most of the training has been done at local or regional level by school counsellors.
EDC/HRE is part of the training of school leaders in the National Center for Public Administration.
If no, please explain why not:
If to some extent, please specify:
Further comments
Provide examples of good practice:
Article 10. Role of non-governmental organisations (NGOs), youth organisations and other stakeholders
Q17 To what extent, in your country, is there co-operation and support between the government and the following organisations and groups that foster citizenship and human rights education?
a) Non-governmental organisations (NGOs)
To a fair extent
b) Youth organisations
To a fair extent
c) Community groups
To a fair extent
d) Parents' groups
To a fair extent
e) Other (please specify: ______)
If not at all or to a little extent, please explain why:
If to a large extent, please explain the factors for success:
Provide examples of good practice:
There are many recent examples of cooperation between the government and non-governmental organisations, civil society and community groups to secure the human rights of refugee children and newly arrived migrants, and inform them about their rights. See www.minedu.gov.gr
Further comments
On the whole, the Ministry of Education has authorised certain non-governmental organisations to train students and teachers in primary and secondary education schools on issues related to human rights and democratic citizenship, and to provide them with relevant tools.
Article 11. Criteria for evaluation
Q18 In your country, have criteria been developed to evaluate the effectiveness of citizenship and human rights education programmes?
No
Further information:
Please provide examples of how these criteria have been developed, reviewed and used:
To what extent have they been useful?
Provide examples of good practice:
Article 12. Research
Q19 In your country, to what extent has research been initiated and promoted on citizenship and human rights education to take stock of the current situation?
To a 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?
A more extensive and effective cooperation of the Ministry and relevant higher education institutions or stakeholders active in this field is needed.
Further comments
Article 13. Skills for promoting social cohesion, valuing diversity and handling differences and conflict
Q20 In your country, to what extent are educational approaches and teaching methods promoted that enable pupils/students to acquire competences to…
a) … promote social cohesion?
To a 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?
Targeted decision making and avoidance of repetitions and overlaps in education policy making on EDC/HRE, which takes into consideration both constant and emerging needs.
Further comments
SECTION 4: EVALUATION AND COOPERATION
Article 14. Evaluation and review
Q21 Has any action been taken or foreseen to evaluate strategies and policies undertaken in accordance with the aims and principles of the Charter?
No
If not, please explain why not:
The Ministry of Education, Research and Religious Affairs is in the process of revising the overall evaluation strategies for education.
If yes, please provide links to the relevant monitoring and evaluation reports:
What were the key conclusions?
Who takes part in the evaluation process?
Example of good practice:
Further comments:
Article 15. Co-operation in follow-up activities
Q22 In your country, have any co-operation activities with other countries been organised or planned in pursuing the aims and principles of the Charter?
Yes
If not, please explain why not:
Example of good practice:
- Greece was the coordinator country of the CoE Pilot project Addressing Violence in Schools through Education for Democratic Citizenship and Human Rights Education. The other countries involved were Hungary, Montenegro, Poland and Romania. The overall objective of the project was to raise awareness of violence in schools, to explore educational policies and practices to address and prevent violence in school and develop a scheme which both promotes democratic citizenship and combats violence at school.
- Plenty of diverse activities related to human rights and active democratic citizenship in the framework of promoting sustainable development have been organised in schools participating in the Unesco AspNet Network of schools (almost 160) in Greece.
What is required to encourage such cooperation activities?
Adequate funding and reduced bureaucratic procedures together with effective dissemination of cooperation activities possibilities.
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 European Wergerland Centre
What are your expectations from such cooperation?
Each organization is expected to contribute, collaborate and cooperate within the realm of its mandate and the scope of activities it undertakes.
To what extent are these expectations met?
They are met to a considerable extent.
How could such cooperation be made more useful?
It is always beneficial when the activities of the organizations work in a complementary way with respect to state policies or contribute to dealing with local emerging needs and challenges.
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
4
b) An opportunity to promote good practice
4
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
4
b) Opportunities for sharing and cooperation with other countries
5
c) Provision of a shared framework of reference / common standards
4
d) Impetus for dialogue and cooperation within the country
3
e) Authoritative encouragement to ensure respect of commitments
3
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
4
h) Other
Please specify other
Q26 What are the key challenges to the promotion and development of citizenship and human rights education in your country? (Please indicate the level of impact of each challenge)
a) Lack of priority among decision makers (other areas given more priority)
Medium impact
b) Lack of awareness/interest/support among education professionals
Medium impact
c) Impact of the economic crisis/recession
High impact
d) Reduction/cuts in funding
High impact
e) Decentralised education system
Low impact
f) Changing political context (e.g. change of government)
Medium 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
Please specify other
Further comments (half a page maximum):
FOLLOW-UP QUESTIONNAIRE
There are plans to repeat this questionnaire in 5 years’ time to get a further sense of the progress of the States Party to the European Cultural Convention in pursuing the aims and principles for citizenship and human rights education promoted by the present Charter. It is also proposed to design the questionnaire focusing on particular areas.
Q27 What particular areas should the follow-up Questionnaire focus on for the next review cycle? (Please indicate the level of priority for each area)
a) Formal general (pre-primary, primary and secondary school) and vocational education
High
b) Higher education
High
c) Pre-school education
High
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
Medium
g) Criteria for evaluation
High
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
Medium
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?
Providing well in advance guidance for both qualitative and quantitative data collection.
Q29 To what extent the process of preparation of the reply to this questionnaire was constructive and participatory? [Please rank from 1 (poor)- 5 (excellent)]
3
Further comments:
FOCUS GROUP 2016: PARLIAMENTARIANS
NB: The questions below are to be addressed to the Education Commission in the National Parliament or other similar bodies
Please indicate which body has been contacted
Q30 Would you agree that citizenship and human rights education is a means to address…
a) … violent extremism and radicalisation leading to terrorism?
b) … integration of migrants and refugees?
c) … consequences of the economic crisis / austerity measures / social exclusion?
d) … the deficit of democratic participation of both vulnerable and non-vulnerable groups in society with the overall aim of building cohesive and equitable societies?
Further comments:
Q31 What legislation has been adopted in the last 5 years or is in preparation, with a view to support and promote citizenship and human rights education?
Q32 What are the thematic areas of education of particular concern to your Committee in this respect?
Q33 Do you have any further comments to make not provided elsewhere? If so, please use the space below.
Q34 Further comments on citizenship and human rights education in the country:
Other contributors contacted by the respondent, including representatives of:
1. Ministries:
From the Ministry of Education, Research & Religious Affairs:
Institute of Education Policy
Additionally, several contributions of offices and bodies of the Ministry, which were recently sent to our Directorate on issues related to human rights and education for democratic citizenship, have been taken into consideration for the completion of the questionnaire.
2. Research institutions:
3. Education professionals:
4. Civil society organisations:
Human Rights Defence Center (KEPAD)
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
