Ireland
2016 Report on the State of Citizenship and Human Rights Education in Europe
Questionnaire filled in by Department of Education and Skills
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 medium 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 fair extent
b) … EDC/HRE at local government level
c) … EDC/HRE at educational institution level (school, college, university)
To a fair extent
d) … supporting training about EDC/HRE for teachers and school leaders
To a fair 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 fair extent
Further comments
The new Politics and Society syllabus for Leaving Certificate will involve an increased level of support training for teachers from 2016.
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 fair extent
c) Advocacy by civil society organisations
To a fair extent
d) Advocacy by prominent personalities
To a fair extent
e) Increased visibility of EDC/HRE in the media coverage
To a fair extent
f) Political will
g) Political pressure from regional and international institutions
To a little extent
h) More resources allotted to EDC/HRE
To a fair extent
i) Other
Please specify “other”
Further comments
We need to work to put supports in place to build confidence amongst educators to deliver quality EDC/HRE. Advocacy by and support from civil society organisations involves a coalition of experts involved in development education, global citizenship education, human rights education, education for sustainable development and related areas. The overlap in practice in these fields, particularly in a relatively small country like Ireland, creates a vibrant community of practice that engages civil society with education policy makers and practitioners in a variety of contexts and disciplines.
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?
To a little extent
Please describe the existing inconsistences:
Lower than previous levels of support for student councils and for teacher CPD
Further comments
Q5 In your country, have strategic approaches / measures been taken to counter these inconsistencies, since 2012?
Yes
If yes, please specify:
Reconfiguration of citizenship education as an integral part of student wellbeing (junior cycle 2015) and introduction of Politics and Society as a senior cycle subject (from 2016). New government framework – Better Outcomes Brighter Future with supporting Youth and participation strategies.
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:
New Junior Cycle Framework and new Politics and Society subject (as above).
Also work in non-formal education in area of equality and inclusion - http://www.youth.ie/diversity and http://www.intercultural.ie/content/publications Guidelines have been developed to support DE/GCE in Ireland. NQSF to measure youth engagement in non-formal sector (specifically equality principle). 7 potent mechanisms (p. 108) http://dcya.gov.ie/documents/publications/20141223ValueforMoneyYouthProjects.pdf No Hate Speech Movement in Ireland http://www.nohatespeech.ie/
New UN Youth Delegate Programme for Ireland supporting young people and youth organisations to engage more on issues from local, national, European and global perspectives http://www.youth.ie/un_youth_delegate Resources, training, and national/local actions on the SDGs bringing together national and global NGOs http://dochas.ie/knowledge-hub/sdg
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:
Plan to translate CHR into Irish language; values of the Charter included in subject specifications, publication of ESD strategy by Department of Education and Skills and review of development education/global citizenship by Irish Aid. GENE Report for Ireland (very limited on non formal education): http://www.youthdeved.ie/development-education-national-report-ireland
One World Week activities to focus on the Sustainable Development Goals over coming years engaging and empowering young people to take action www.oneworldweek.ie and www.youthdeved.ie Plans are at an advanced stage for accredited programme for DE in the youth work/non-formal education sector. Erasmus+ funding available to support activities and actions across formal and non-formal education sectors. Examples of funded activities: http://www.youthdeved.ie/roundtable15 and http://www.youthdeved.ie/roundtable14 Ongoing public engagement via www.developmenteducation.ie
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:
It is being translated into the Irish language. In addition to the Department’s website, the Charter will be included in a new portal for ESD, being launched in 2016
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
Scarcely used
b) Strategic Support for Decision-makers: Policy Tool for EDC/HRE
Moderately used
c) Democratic Governance of Schools
Moderately used
d) How all Teachers Can Support EDC/HRE: A Framework for the Development of Competencies
Moderately used
d) Quality Assurance of EDC in Schools
I do not know/Information not available
e) School-Community-University Partnerships for Sustainable Democracy: EDC in Europe and the US
Scarcely used
f) Living Democracy' Manuals for Teachers
Moderately 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
Scarcely 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
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
Scarcely used
Other (please specify: ______)
If these resources were useful, please specify:
If these resources were not useful, please specify:
Further comments
QUESTIONS ON SPECIFIC ARTICLES OF THE CHARTER
SECTION 1: GENERAL PROVISIONS
Article 3. Relationship between education for democratic citizenship and human rights education
Q10 Is there a shared working definition of citizenship and human rights education in your country?
Yes
In case if there is no shared working definition of citizenship and human rights education, please explain why not:
Please provide the name of the term in English and in original language as well as its definition and indicate the references and/or web link.
In Ireland the day to day working definition of EDC/HRE is best embodied within Civic Social and Political Education (CSPE) which incorporates all of the concepts expressed at CoE level. CSPE is an obligatory subject at lower secondary level. Revisions to CSPE are currently being finalized – see www.ncca.ie/JuniorCycle
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?
Extensively
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?
Moderately
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:
SECTION 3: POLICIES
Article 6. Formal general and vocational education
Q12 In your country is education for democratic citizenship and human rights promoted as follows in schools and colleges:
a) specific subject matter – obligatory
b) specific subject matter – optional
c) cross-curricula approach
d) whole school approach
Please provide further details including web links where appropriate:
a): Civic, Social and Political Education to age 15
b): New Politics and Society option to age 18
c): Particularly through social, personal and health education in primary schools, to age 12
d): Through student councils and optional co-curricular activities such as Young Social Innovators, Worldwise Global Schools, and inputs by non-formal education providers and youth organisations particularly in Transition Year
Further comments
Q13 If citizenship and human rights education is included in the curricula in your country, has it been subject to revision and updating since 2012 at...
a) … pre-primary education?
Yes
b) … primary school?
No
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?
Moving to a more fluid and options-based curriculum for ages 12-15, whilst retaining the core values of citizenship education All curricular change in Ireland is done by a broad, representative council and board at the National Council for Curriculum and Assessment.
Aspects of these reforms remain affected by industrial relations issues at present.
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?
Scarcely
If not at all or scarcely, please explain why:
If extensively, please explain why and provide examples:
Further comments
The National Youth Council of Ireland developed a Social Justice Principles module which they deliver as part of a youth and community course at FETAC/QQI Level 5. This has since been available for mainstreaming within the education sector and supports greater knowledge and understanding of EDC/HRE/DE and social/global justice issues. This was funded by Irish Aid. Plans at advanced stage for accredited programme for DE in youth work with Maynooth University.
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:
Parents have significant involvement in boards of management and in agreeing school policies. The vast majority of post-primary schools have student councils, with varying degrees of influence, but giving them an active role in decisions about school rules and policies is encouraged by inspection reports. There are new participation and youth strategies supporting active engagement and empowerment of young people - whole of government approach - formal and non-formal education settings/sectors.
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?
No
If yes, please specify:
If no, please explain why not:
If to some extent, please specify:
Further comments
It could be a lot stronger in terms of course time and compulsory vs optional courses. CPD is an area that requires serious attention in Ireland particularly for those educators and providers in non-formal education. Recognition for work undertaken by non-formal providers in formal education is also required. Opportunities to learn across sectors are challenging because of new structures introduced via Development Education since 2012. Funding is also provided through a variety of Departments where better joined up working would benefit this area of work. The DICE project and Ubuntu Network at initial teacher education ensure development education and intercultural education, however, there is a gap with relation to CPD. CPD provision and frameworks are in development (Teaching Council Cosan Framework, JCT) but are currently affected by industrial relations.
Provide examples of good practice:
NYCI produced a resource for youth workers on supporting and Working with Early School Leavers to reintroduce them into education and training. It forms a chapter in the diversity toolkit Access All Areas – www.youth.ie/diversity Chapter 10A (re-edited in 2012) (original version was in 2009). An accompanying series of videos Lets Act on Inclusion (see www.intercultural.ie) supports youth workers to discuss these topics with colleagues and young people. See also: http://www.intercultural.ie/12-steps The Equality Authority (in partnership with NGOs including NYCI) developed 2 resources to tackle stereotyping in the formal and non-formal sector. They also developed a training course for teachers the formal sector. (2013-14) www.ihrc.ie/publications/list/equality_in_second_level_schools_a_training_manual/
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 little 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:
The National Youth Council of Ireland (with 50 member organisations) Development Education Programme works to support the integration of development education/human rights into core programmes of youth organisations. Development education in youth work aims to increase young people’s awareness and understanding of the world, through a process of interactive learning, debate, action, reflection, resource development, running a FETAC/QQI course, working in partnership with government and NGOs, supporting young people to engage at local, national, European, and global levels (Including One World Week grants, training, event; and supporting UN Youth Delegates at the UN). Work is undertaken in partnership with NGOs and Irish government. A range of civil society organisations are active in these areas and engaging with educational institutions, however there is a need for a ‘joined-up’ policy and strategies, for consistent and long term support of this engagement, and for promotion to educational institutions of the importance of this engagement.
Further comments
The economic crisis has hugely challenged the non-formal sector despite there being a traditional strong focus on EDC/HRE in this arena. Some organisations engage more than others.
Article 11. Criteria for evaluation
Q18 In your country, have criteria been developed to evaluate the effectiveness of citizenship and human rights education programmes?
Yes
Further information:
Please provide examples of how these criteria have been developed, reviewed and used:
To what extent have they been useful?
Very useful, particularly for those new to the area and also for keeping others up to date with recent methodologies
Provide examples of good practice:
Guidelines have been drawn up for DE resources https://www.ideaonline.ie/index.php?/what-we-do/enable/share-your-impact/
Examples of DE: http://www.developmenteducation.ie/features/de-in-action/
Resources for DE: http://www.developmenteducation.ie/resources/
National Quality Standards Framework for youth work (currently being reviewed in 2016/17): http://www.dcya.gov.ie/documents/publications/NQSF_Publication_ENGLISH_270710.pdf and http://www.dcya.gov.ie/viewdoc.asp?fn=%2Fdocuments%2Fyouthaffairs%2Fqualityframework.htm
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:
Since 2012, those organisations funded annually by Irish Aid have been disallowed to undertake research
What needs to be done to obtain stronger support for such research?
Further comments
Article 13. Skills for promoting social cohesion, valuing diversity and handling differences and conflict
Q20 In your country, to what extent are educational approaches and teaching methods promoted that enable pupils/students to acquire competences to…
a) … promote social cohesion?
To a moderate extent
b) … value diversity and equality (particularly between different faiths and ethnic groups)?
To a large extent
c) … settle disagreements and conflicts in a non-violent manner?
To a 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:
What needs to be done to encourage more active promotion of such educational approaches and teaching methods?
Further comments
A curriculum on Education on Religious Beliefs and Ethics at Primary level is in development. The patronage of the majority of schools by religions creates challenges for the implementation of this curriculum which will need to be addressed by all educational actors in Ireland.
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:
CoE/EC Three country Audit of Lower Secondary Citizenship and Human Rights Education
What were the key conclusions?
Who takes part in the evaluation process?
Example of good practice:
CoE/EC Three country Audit of Lower Secondary Citizenship and Human Rights Education. National Youth Council of Ireland (NYCI) Development Education Programme includes a number of key actions:
• Training: Development Education training is designed for youth work practitioners, including youth workers, students, and leaders, development educators, peer educators, young people and youth work trainers.
• Resources: Provides relevant publications, support and activities for practitioners to use in Development Education programmes.
• Events: Supports and facilitates events in awareness raising, participation, policy, international exchange, and seminars for information dissemination and debate.
• One World Week: This is a week of youth-led awareness raising, education and action that takes place in youth organisations throughout Ireland during the third week in November each year. During OWW, young people learn about local and global justice issues and take action to bring about change. It gives organisations, staff, volunteers, students and young people the opportunity to explore the links between their own lives and those of others locally, nationally, and globally; celebrate the richness and diversity of belonging to one world; recognise our responsibility to care for the earth and share its resources fairly; challenge barriers to a better world; bring issues of justice, rights and equality to the centre of our family, youth organisations, school, church, friends, work and community life.www.youthdeved.ie www.oneworldweek.ie
NYCI Publications: http://www.youthdeved.ie/nyci/publications
Guidelines for schools and DE: http://www.developmenteducation.ie/media/documents/IDEA_good_practice_guidelines_DE_2013.pdf
Guidelines for youth sector and DE (currently being updated in 2016): Good Practice Guidelines for the Youth Sector: http://www.youthdeved.ie/nyci/going-global
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:
Teaching Controversial Issues (CoE/EC) and Three country Audit of Lower Secondary Citizenship and Human Rights Education (CoE/EC) ; membership of International Holocaust Remembrance Alliance; membership of European Youth Forum (particularly on issues of SDGs, migration, and climate change working groups. Members of the CoE North South Centre. Global Education Week – NYCI is network coordinator for Ireland.
EU Youth Presidency http://www.dcya.gov.ie/viewdoc.asp?fn=%2Feu-presidency-2013%2FEU-Youth-Presidency-Events.html
Structured Dialogue: http://www.youth.ie/youngvoices
Role of youth work: http://pjp-eu.coe.int/en/web/youth-partnership/eywc-website-final-report
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)
No
d) European Union (EU) (including European Commission)
Yes
e) Other international/ European organisations
Yes
Please specify 'Other international/ European organisations'
European Youth Forum; European Parliament (funding participation in European Youth Event/YO!Fest) ; Leargas (Erasmus+) Civil society collaboration with the Council of Europe North South Centre, UNESCO, Bridge 47 and civil society networks such as CONCORD DARE Forum.
What are your expectations from such cooperation?
To what extent are these expectations met?
How could such cooperation be made more useful?
Further comments
Q24 In what ways is / can the Charter review process be of support to the countries? [Please rank from 1 (not useful)- 5 (very useful)]
a) An encouragement / motivation for stronger action and higher quality
5
b) An opportunity to promote good practice
5
c) A support tool for dialogue with other countries and within the country
5
d) Access to expertise from other countries and from international institutions
5
e) Other
Please specify other
Q25 What are your expectations from the Council of Europe? [Please indicate the current level of satisfaction from 1 (not useful) - 5 (very useful) for each expectation]
a) An encouragement / motivation for stronger action and higher quality
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
5
e) Authoritative encouragement to ensure respect of commitments
4
f) Technical advice / technical assistance
5
g) Access to the network of key actors in the member states through the Committee of Ministers, Parliamentary Assembly, the Congress of local and regional authorities and the INGO Conference and the HR Commissioner as well as various monitoring bodies (such as ECRI) as a means of raising visibility of EDC/HRE
5
h) Other
Please specify other
Q26 What are the key challenges to the promotion and development of citizenship and human rights education in your country? (Please indicate the level of impact of each challenge)
a) Lack of priority among decision makers (other areas given more priority)
Medium 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
Low impact
f) Changing political context (e.g. change of government)
Low impact
g) Reduction of support networks (NGOs, parent and youth groups etc.)
High Impact
h) Lack of public interest and support
Medium impact
i) Lack of media interest and support
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):
Economic crisis, reductions/cuts in funding have had a significant impact on the potential of civil society activity in this area, nonetheless, there remains a strong civil society support network for this area and consistent policy and financial support will enable a highly impactful collaboration between civil society and educational actors.
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
High
d) Democratic governance of educational institutions
Medium
e) Training (initial and on-going)
Medium
f) Role of non-governmental organisations (NGOs), youth organisations and other stakeholders
Medium
g) Criteria for evaluation
Low
h) Research
Medium
i) Social cohesion, valuing diversity and handling differences and conflict
High
j) Evaluation and review
Medium
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?
Sustainable Development Goal 4.7 and indicator focuses only on formal education. It is crucial that non-formal education not be allowed fall off the agenda. The is a gap in research to support the use of indicators to map non-formal education and EDC/HRE which means that at a time when the world is measuring the achievement of goals, there the non-formal sector is silent – what gets measured gets treasured. It is crucial that this be addressed. NYCI commissioned an independent economic assessment of youth work which was conducted by Indecon. This study (2012) highlights the value of youth work and its contribution to child and young people. For more details please see report - http://www.youth.ie/economic_value
In addition, it would be very useful and appropriate to consult young people for/on this survey and have a line for comment from a young people’s perspective throughout the survey
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
This was completely impossible in the Irish context and in the time available, as our parliament was effectively suspended while negotiations took place to form a government.
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:
Irish Aid @ Department of Foreign Affairs Department of Education and Skills
2. Research institutions:
3. Education professionals:
Aidan Clifford, Director Curriculum Development Unit Irish Development Education Association
4. Civil society organisations:
IDEA distributed the questionnaire to the formal education working group which includes NGOs like Trocaire etc.
a. Teachers organisations:
b Youth organisations
National Youth Council of Ireland
c Children organisations
d Parents organisations
5. National human rights institutions
NGOs as already mentioned
6. Parliaments
7. Local and regional authorities
8. International institutions
9. Medias
10. Others
