Latvia
2016 Report on the State of Citizenship and Human Rights Education in Europe
Questionnaire filled in by the Ministry of Education and Science
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 medium 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 medium 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 large extent
f) … making financial support for EDC/HRE available
Not at all
g) … supporting co-operation with NGOs, including youth organisations, in the field of EDC/HRE?
To a large extent
Further comments
In accordance with: (1) Education Development Guidelines 2014-2020; (2) Cabinet of Ministers (2014), Regulations on State Basic Education Standard, Basic Education Subject Standards and Sample Education Programmes, http://likumi.lv/doc.php?id=268342; (3) Cabinet of Ministers (2013), Regulations Regarding the State General Secondary Education Standard, Subject Standards and Sample Education Programmes http://likumi.lv/doc.php?id=257229; (4) samples of subject programmes with recommendations on addressing concrete topics in the framework of the subject content. The content of the subject textbooks is provided in accordance with the Cabinet of Ministers regulations on State Education Standarts. Experience of Education Development Centre – implemented projects and activities regarding EDC/HRE (http://www.iac.edu.lv/the-main-projects-and-activities-implemented-by-edc/).
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 little 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 large extent
e) Increased visibility of EDC/HRE in the media coverage
To a large extent
f) Political will
To a large extent
g) Political pressure from regional and international institutions
Not at all
h) More resources allotted to EDC/HRE
To a large extent
Further comments
Regarding answer “d” – to a large extent, if by the ‘prominent personalities’ are meant experts. Experience of Education Development Centre – implemented projects and activities regarding EDC/HRE (http://www.iac.edu.lv/the-main-projects-and-activities-implemented-by-edc/). Learning tool on values of the Charter – EU and my values (http://www.mfa.gov.lv/arpolitika/eiropas-savieniba-arpolitika/sabiedribas-informesana-es-jautajumos/es-informacijas-sniedzeji/eiropa-skolas/macies-par-es/macibu-lidzeklis-par-es-pamattiesibu-hartas-vertibam-es-un-manas-vertibas), translated both in Latvian and Russian for grades 5-12.
Q4 In your country, are there any inconsistencies between...
a)…statements of principle (on the value of EDC/HRE in education for all people) and existing education policies?
Not at all
b)…EDC/HRE policies and their implementation in practice?
Not at all
c)…EDC/HRE policies and other policy sectors?
Not at all
Please describe the existing inconsistences:
Further comments
Q5 In your country, have strategic approaches / measures been taken to counter these inconsistencies, since 2012?
Yes
If yes, please specify:
Measures have been taken in accordance with 1) Education Development Guidelines 2014-2020 http://polsis.mk.gov.lv/documents/4781; (2) Cabinet of Ministers (2014), Regulations on State Basic Education Standard, Basic Education Subject Standards and Sample Education Programmes, http://likumi.lv/doc.php?id=268342; (3) Cabinet of Ministers (2013), Regulations Regarding the State General Secondary Education Standard, Subject Standards and Sample Education Programmes http://likumi.lv/doc.php?id=257229.
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:
For example: (1) seminars for leaders of methodical unions of social sciences on EDC/HRE topics in cooperation with MFA of the Republic of Latvia, Ombudsman of the Republic of Latvia, lecturers of University of Latvia; (2) First Baltic Human Rights Education Conference (http://www.rgsl.edu.lv/en/news-and-events/787/first-baltic-human-rights-education-conference-brings-together-representatives-from-the-state-non-governmental-and-academic-sectors); (3) regional seminars on “EU and my values”; (4) In co-operation between on 2015 Society Integration Foundation and Juris Podnieks Studio with the financial support of the PROGRESS Programme of the European Union made short film series “7 stories about us” (https://www.youtube.com/watch?v=zlwauWDRguM&list=PLLuIrMkh2vPC8eY9J3NxFCcGCtKlN2oDa); (5) The Human Rights Guide - an online information and education resource and a self-help tool. The Guide is ‘beta’ labelled and is continually updated to help in understanding human rights in different situations. Available on Latvian, English and Russian. The development of the project is supported by the UN Educational, Scientific and Cultural Organisation, Latvian National Commission for UNESCO, Ombudsman of the Republic of Latvia and the Embassy of the Netherlands in Latvia (http://www.cilvektiesibugids.lv/en/themes/).
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:
Activities and measures are planned in accordance with Education Development Guidelines 2014 – 2020. The Ministry of Education and Science has begun and will continue development of a new competence-based curriculum in general education.
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?
Yes
c)…available on the website of the Ministry of Education or another relevant body?
Yes
d)… disseminated to the target audiences by other means?
No
If no, please explain why not:
Further comments
The citations on Charter is given in the framework of seminars or other measures on EDC/HRE.
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
Extensively 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
e) Quality Assurance of EDC in Schools
Scarcely used
f) School-Community-University Partnerships for Sustainable Democracy: EDC in Europe and the US
Scarcely used
g) Living Democracy' Manuals for Teachers
Moderately used
h) A Compendium of Good Practice in HRE
Extensively used
i) Compass, manual for human rights education with young people
Extensively used
j) Compasito, manual for human rights education with children
Extensively used
k) Human Rights and Democracy Start with Us – Charter for All
Moderately used
l) Curriculum development and review for democratic citizenship and human rights education
Extensively used
m) 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”)
Extensively used
n) “Freedom(s) - Learning activities for secondary schools on the case law of the European Court of Human Rights
Extensively 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:
Definition and terminology provided by Council of Europe is used, as well as terminology according to the glossary of pedagogical terminology.
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 and Human Rights Education - izglītība demokrātiska pilsoniskuma un cilvēktiesību jomā: a) “Education for democratic citizenship” - “izglītība demokrātiska pilsoniskuma jomā” ir izglītība, apmācības, izpratnes veidošana, informācija, prakse un darbības, kuru mērķis ir sniegt izglītojamiem zināšanas, prasmes un izpratni un veidot attieksmi un nostāju, lai viņi varētu izmantot un aizstāvēt savas demokrātiskās tiesības un pildīt sabiedriskos pienākumus, novērtēt daudzveidības nozīmi, kā arī aktīvi piedalīties demokrātiskā dzīvē, sekmējot un aizsargājot demokrātiju un tiesiskumu; b) “Human rights education” - “izglītība cilvēktiesību jomā” ir izglītība, apmācības, izpratnes veidošana, informācija, prakse un darbības, kuru mērķis ir sniegt izglītojamiem zināšanas, prasmes un izpratni un veidot attieksmi un nostāju, lai viņi varētu piedalīties vispārējās cilvēktiesību kultūras veidošanā un aizsardzībā, sekmējot un aizsargājot cilvēktiesības un pamatbrīvības.
SECTION 2: OBJECTIVES AND PRINCIPLES
Article 5. Objectives and Principles
Q11 In your country, to what extent do education laws, policies, and strategic objectives explicitly refer to citizenship and human rights education
a) … in formal education at pre-primary, primary and secondary level?
Moderately
b) … in vocational education and training?
Moderately
c) … in higher education?
Moderately
d) … in the training of education personnel?
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
c) cross-curricula approach
Please provide further details including web links where appropriate:
a) Part of social studies subject grade 1-9;
c) Based on Cabinet of Ministers regulations on State Education standarts schools are able to develop their subject standarts. Integrated aspects in different subjects across curriculum.
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?
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?
To what extent was the revision and updating process inclusive and participatory?
Emphasis on EDC/HRE in 1) Education Development Guidelines 2014-2020 http://polsis.mk.gov.lv/documents/4781; (2) Cabinet of Ministers (2014), Regulations on State Basic Education Standard, Basic Education Subject Standards and Sample Education Programmes, http://likumi.lv/doc.php?id=268342; (3) Cabinet of Ministers (2013), Regulations Regarding the State General Secondary Education Standard, Subject Standards and Sample Education Programmes http://likumi.lv/doc.php?id=257229; (4) Cabinet of Ministers regulation on pre-school education guidelines http://likumi.lv/doc.php?id=250854.
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?
Extensively
If not at all or scarcely, please explain why:
If extensively, please explain why and provide examples:
1) Constitution of the Republic of Latvia. Available: http://likumi.lv/doc.php?id=57980 Date: Adopted: 15.02.1922. Entered into force: 07.11.1922. Aims: Article 112 of the Constitution of the Republic of Latvia states that anyone is entitled to education. The State shall ensure that anyone may acquire primary and secondary education without charge. Primary education shall be compulsory. At the same time, Article 99 provides that anyone is entitled to freedom of thought, conscience and religion.
2) Education Law. Available: http://likumi.lv/doc.php?id=57980 Date: Adopted: 29.10.1998. Entered into force: 01.06.1999. Aims: The purpose of this Law is to ensure that every resident of Latvia has the opportunity to develop his or her mental and physical potential, in order to become an independent and a fully developed individual, a member of the democratic State and society of Latvia. Regarding the gender equality, the Education Law prohibits differential treatment on the basis of gender. In the Education Law, a prohibition of differential treatment has been stipulated, thus guaranteeing the right to acquire education regardless of the material and social status, race, nationality, ethnic origin, gender, religious and political affiliation, state of health, occupation and place of residence.
3) The Guidelines for Education Development Strategy 2014-2020. Available: http://likumi.lv/doc.php?id=266406 Date: Adopted 22.05.2014. Entered into force: 22.05.2014. Aims:The Guidelines are the only sectoral policy planning document that has been adopted at the constitutional level. The Guidelines provide synergy at the national level between all relevant processes in the education policy planning and implementation. Main goal of the education development policy is high-quality and inclusive education at all educational levels.
4) Linking Education Development Guidelines 2014 – 2020 with the main development planning documents: 4.1. The Growth Model for Latvia: People First (approved by the Saeima on October 26, 2005). A long-term conceptual document defining the human-oriented development model for Latvia, with an emphasis on knowledge, wisdom, and ability to use them as a resource for growth. As a priority long-term task, the following improvements are defined in the education system: 1) everyone has guaranteed access to secondary education and provided opportunities to obtain high quality higher and vocational education, 2) drastically increased preparation of higher qualification specialists (masters and doctors), increase in the proportion of technical knowledge and natural science at all levels of the education system; 4.2. Sustainable Development Strategy of Latvia till 2030 (approved by the Saeima on June 10, 2010). “Latvia 2030” is hierarchically the highest national long-term development planning document that includes a conclusion of the necessity of a paradigm change in the education. The education must be of high quality, accessible throughout the life, and creativity-oriented that allows to respond to challenges of the global competition and demography, and is one of the prerequisites for changing the economic model. The priority long-term lines of action: education accessibility and changes in the organisation of the educational process, school as a social networking hub, contextual education, and change of the teacher profession, e-school and the use of information technologies, lifelong learning.
Further comments
Article 8. Democratic governance
Q15 In your country, are there any education laws, policies and strategies that promote democratic governance in educational institutions, particularly schools, concerning…
a) … decision making procedures (e.g. governing bodies / school boards)?
Yes
b) … school culture / rules?
Yes
c) … pupil / student participation (e.g. school / student councils)?
Yes
d) … parental / family involvement in schools (e.g. governing bodies / school boards)?
Yes
e) …school / community links (in and out of school)?
Yes
If yes, please specify:
The Education Law states that head of school is responsible to ensure the establishment of a council of the education institution. The council consists of representatives of teachers, the local authority, parents and pupils from all education levels. The council of the education institution has an advisory status, but it usually also assumes certain decision-making functions. The council may make proposals for the development of education institution and improvement of education quality. Aspects of EDC/HRE have been taken into account during the evaluation process of schools and school leaders.
If no, please explain why not:
Further comments
Article 9. Training
Q16 In your country, is there a provision for citizenship and human rights education in initial teacher education, continuing professional development and other types of training for…
a) … teachers?
Yes
b) … school leaders?
Yes
c) … other education staff?
Yes
d) … youth leaders (in and out of school)?
Yes
e) … teacher trainers / trainers of trainers?
Yes
f) … parents?
Yes
If yes, please specify:
Meetings of parents (also at school level) as one of methods of information measure. Administration of educational institution is able to invite different experts to participate in the meetings.
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 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: ______)
To a large extent
If not at all or to a little extent, please explain why:
As strategic partners – involvement in development of legislation.
If to a large extent, please explain the factors for success:
Provide examples of good practice:
1) HRE Simulation game about human trade. Organization Patvērums ”Drošā māja” (Shelter “Safe House”) within the project draw attention to the problem of human trade. The target of this project was to educate young people more about human trade in the Europe and the world and show how to protect themselves, when it comes to fall into the unpleasant situation. www.patverums-dm.lv
2) EDC. Initiative “Want To elect”. In 2009 Association of Youth Leaders Coalition started an initiative “Want To elect” in order to increase young people's awareness about the electoral system in Latvia, to encourage youth participation in elections. Target group of this initiative is young people whose right to vote occurs for the first time. In 2009, before the European Parliament and local elections Youth Leader Coalition implemented this initiative in cooperation with the European Parliament Information Office and the Civic Union Party of the youth, visiting 10 schools throughout Latvia and involving 150 high school age students (11th-12th grade). In 2014 before the parliamentary elections Youth Leaders Coalition started to implement this initiative in cooperation with the Association of Latvian Youth Council, visiting nine schools in all Latvia and involving 170 high school age students (11th-12th grade). This initiative was concluded in 2015, in collaboration with Latvian Youth Council, with the work on the monitoring of youth political participation in Latvia http://ljp.lv/jauniesu-politiskas-lidzdalibas-petijums-rekomendacijas-un-secinajumi/
3) Tuesi.lv TUESI.LV tells the story of young and inspiring people from different places in Latvia, who, through their work contribute to a better Latvia. We believe that young people are a great resource for Latvia. The goal of this initiative is to give to Latvia in year 2018 100 inspiration stories about young people in Latvian regions. Within this initiative a Summer Academy has been implemented (http://www.nextyouth.org/jauniesi-kopa-rada-idejas-labakas-latvijas-veidosanai/), a handbook was published (http://www.nextyouth.org/tu-esi-lv- Handbook) and the work on development of this initiative will continue. The initiative is implemented by society NEXT http://www.nextyouth.org/
4) Initiative “5 chairs&15 cookies". Society “Association ”YOU”” implemented positive negotiating initiative - about people and conversing. The initiative is an online TV format that is available to anyone who is interested on www.youtube.com channel. Authors can be contacted. https://www.facebook.com/ApvienibaJUMS
Further comments
Article 11. Criteria for evaluation
Q18 In your country, have criteria been developed to evaluate the effectiveness of citizenship and human rights education programmes?
Yes
Further information:
Criteria on evaluation of EDC/HRE topics involved in tasks of examination.
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?
There exist the following possibilities to attract public funding for research on socially important issues:1) State research programmes which are state commissions for the performance of scientific research in a specific economic, educational, cultural or other sector of priority to the State with the purpose of promoting the development of such sector. The ministries of the relevant sectors together with the Latvian Council of Science and the Latvian Academy of Sciences shall determine the purposes and tasks of the state research programmes; 2) Fundamental and applied research, financing of which shall be allocated to specific projects in the form of grants in accordance with competition procedures. Project applications shall be submitted by scientists. The topics, purposes and tasks of the research shall be formulated by the scientists themselves. The main criterion for the allocation of a grant shall be the scientific merit of a project.
Further comments
Consolidation of research institutions of Latvia is ongoing. Research and education sector will be modernised and integrated. A new funding model for higher education is being introduced, thus facilitating, inter alia, higher education’s openness and accessibility through, e.g. the improved system of granting of public funding.
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?
To increase teachers` skills and motivation.
Further comments
In accordance with Cabinet of Ministers regulations on State Education standarts.
SECTION 4: EVALUATION AND COOPERATION
Article 14. Evaluation and review
Q21 Has any action been taken or foreseen to evaluate strategies and policies undertaken in accordance with the aims and principles of the Charter?
Yes
If not, please explain why not:
If yes, please provide links to the relevant monitoring and evaluation reports:
What were the key conclusions?
Who takes part in the evaluation process?
Example of good practice:
Further comments:
Actions have been taken in accordance with the Education Development Guidelines 2014-2020 and Cabinet of Ministers regulations on State education standards.
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:
For example: (1) cooperation of Baltic states; (2) cooperation of Baltic and Black sea countries in the framework of European Council; (3) experience of Education Development Centre (http://www.iac.edu.lv/the-main-projects-and-activities-implemented-by-edc/).
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?
Sharing of experience, good practices, peer-learning etc
To what extent are these expectations met?
To a high level.
How could such cooperation be made more useful?
More interactive participatory forms of discussion.
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
4
d) Access to expertise from other countries and from international institutions
3
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
2
b) Opportunities for sharing and cooperation with other countries
4
c) Provision of a shared framework of reference / common standards
4
d) Impetus for dialogue and cooperation within the country
4
e) Authoritative encouragement to ensure respect of commitments
3
f) Technical advice / technical assistance
4
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
Please specify other
Q26 What are the key challenges to the promotion and development of citizenship and human rights education in your country? (Please indicate the level of impact of each challenge)
a) Lack of priority among decision makers (other areas given more priority)
Low impact
b) Lack of awareness/interest/support among education professionals
Medium impact
c) Impact of the economic crisis/recession
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.)
Low impact
h) Lack of public interest and support
Low impact
i) Lack of media interest and support
Low 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
Low
b) Higher education
High
c) Pre-school education
Low
d) Democratic governance of educational institutions
Low
e) Training (initial and on-going)
Low
f) Role of non-governmental organisations (NGOs), youth organisations and other stakeholders
Low
g) Criteria for evaluation
High
h) Research
High
i) Social cohesion, valuing diversity and handling differences and conflict
Medium
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?
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:
Ministry of Education and Sciences
2. Research institutions:
3. Education professionals:
4. Civil society organisations:
a. Teachers organisations:
b Youth organisations
Latvian Youth Council
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
National Centre for Education
* All reference to Kosovo, whether to the territory, institutions or populations, in this text shall be understood in full compliance with United Nations Security Council Resolution 1244 and without prejudice to the status of Kosovo.
