Lithuania
2016 Report on the State of Citizenship and Human Rights Education in Europe
Questionnaire filled in by the Educational development centre
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 fair extent
b) … EDC/HRE at local government level
To a fair extent
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 little 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
One of the major national programmes financed by the state is the Long-term National and Citizenship Education Programme under which funds are allocated to the preparation of educational materials, teacher qualification, research and collaboration with non-governmental organisations (NGOs) for promotion of democratic citizenship. The Ministry of Education and Science has approved the Inter-institutional Action Plan of Civic and National Education 2016-2020, which shows that these education areas are among the priorities in Lithuania.
Q3 What is needed for citizenship and human rights education to receive a greater priority in your country?
a) Improved awareness of relevance of EDC/HRE for meeting the current challenges in our societies
To a large extent
b) Availability of data on effectiveness of EDC/HRE with respect to meeting the current challenges in our societies, including examples of good practice
To a fair extent
c) Advocacy by civil society organisations
To a large 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 fair extent
g) Political pressure from regional and international institutions
To a fair extent
h) More resources allotted to EDC/HRE
To a little extent
i) Other
Please specify “other”
Further comments
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 fair extent
c)…EDC/HRE policies and other policy sectors?
To a fair extent
Please describe the existing inconsistences:
We see that the practical side of life and institutional activities are not always based on the principles of EDC/HRE. This is also apparent from the annual reports on the State of Human Rights and from the Civic Empowerment Index, which is interpreted as showing the present and potential civic activity, the awareness of civic influence and the evaluation of civic risk. Since 2012, the civic empowerment has been slightly increasing, while the civic activity of the Lithuanian population and involvement in the community activity has declined since 2014. The Lithuanian Human Rights Monitoring Institute has emphasized in its report for 2012, that most of the Lithuanian political parties have declared the commitment in their programmes to improve the human rights protection, but at the same time there is a lack of specific plans for the implementation of these objectives. Source: https://www.hrmi.lt/musu-darbai/tyrimai178/2012-metai/
Further comments
Q5 In your country, have strategic approaches / measures been taken to counter these inconsistencies, since 2012?
Yes
If yes, please specify:
The amendment of the legislative framework. E.g. since 2011, after adoption of the new version of the Education Law, every citizen has been guaranteed the right to education in the official language of the state and the acquisition of this language. The implementation of this law started in 2012. Other legislations are also being improved: Law on Fundamentals of Protection of the Rights of the Child, Law on Protection from Domestic Violence and other legislations aimed at strengthening the protection of child and human rights; Preparation for Family Life and Sexuality Education Programme has been renewed, General Health Education Program (2012) and concept of the Global Education, etc. have been prepared.
If no, please explain why not:
Further comments
Q6 Have concrete measures/activities been taken to promote citizenship and human rights education in your country since 2012, in accordance with the objectives and principles of the Charter? (NB: this includes work done in the framework of the UN World Programme for Human Rights Education and other relevant international programmes and initiatives)
Yes
If yes, please specify:
The Baltic countries participate in the initiative „Summer School Academy“ organised together with the Council of Europe and the European Wergeland Centre. The regional Summer Academy model is used to promote democratic citizenship, human rights and intercultural understanding in school communities across Europe. The theme of the Summer School Academy 2016 in Lithuania – Building Inclusive School Environments For All. The integration of migrants, refugees as well as other minority groups can be a challenge. Besides the traditional minority groups and increased immigration from neighbouring countries (e.g. Ukraine, Russia), the Baltic countries are also facing issues with reintegration of returnees and education of children from mixed families. Building inclusive schools is about changing education cultures, policies and practices so they respond to a diverse range of learners – e.g. male, female; from different ethnic and religious backgrounds, refugee, migrant and returnee children. The Academy is a great opportunity for school leaders, teachers, students, civil society organisations, local authorities and communities to learn practical tools and strategies on how to create a more inclusive environment for all children through education for democratic citizenship and human rights education. Other expected positive results: enhance competences of teachers, school leaders and student representatives for engaging with diversity in the classroom and school; support participants to develop school-based EDC/HRE projects which promote a democratic and inclusive school environment for all students; provide a forum to exchange effective practices and experiences for improving inclusion in schools; encourage dialogue and cooperation between a variety of actors in education and participating countries; facilitate the dissemination and use of the CoE Charter for EDC/HRE and CoE materials.
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:
The project ”The Baltic effect. Partnership in human right education/BEPHRE” for Erasmus+ key action 3 programme is being prepared together with partners from Estonia and Latvia. The main goal of this project is to develop and adopt a concept and strategy on human rights education (in coherence with developing value competence, critical thinking and media literacy). Proposed project outcomes are: First, all three countries contribute at the elaboration of a concept of human rights education, in line with the policy documents at European level. Second, each country will elaborate its own national strategy for human rights education, to be implemented in conjunction with the curriculum for social studies and adapted to its reality and needs. Further research and experimentation will generate more practical experience in applying the whole school approach methodology and the development of adequate assessment procedures for social and civic competences. The schools participating in the project will have built up a school culture respecting democratic and human rights values. Supporting material is developed, describing and instructing the application of the policy. By working transnationally, this project will generate cooperative learning among the partners, working together to seek outcomes that are beneficial both to the individuals involved as well as society in general. The project will influence youth and educational policy makers. There needs to be considerable political will to introduce human rights education and awareness of these topics as a priority on the youth and educational policy level and hopefully this initiative will be inspirational for other countries in Europe too. After the completion of the project, the dissemination of the project results and its core values will be sustained through the training of educators and school communities, who will continue their work as multipliers. Through the multiplying effect, a large number of educators from all over the Baltics will share their experiences with their colleagues, students and community members. This project could be an example of good cooperation practice for other countries in the Baltic Sea region as well as in Europe and thus have a cross border long-term effect.
If no, please explain why not:
Further comments
Q8 Is the Charter…
a)…available in the language(s) of your country?
No
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:
The text of the Charter is in English, Russian and other languages, that teachers are familiar with and use. Russian is the language of the second biggest ethnic minority in Lithuania.
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
Moderately used
c) Democratic Governance of Schools
Extensively used
d) How all Teachers Can Support EDC/HRE: A Framework for the Development of Competencies
Extensively used
d) Quality Assurance of EDC in Schools
Scarcely used
e) School-Community-University Partnerships for Sustainable Democracy: EDC in Europe and the US
Scarcely used
f) Living Democracy' Manuals for Teachers
Scarcely 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
Scarcely used
j) Human Rights and Democracy Start with Us – Charter for All
Moderately 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”)
Extensively used
m) “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
Education personnel as well as various actors in the education systems are familiar with these tools and may use them; however, one of major obstacles for their effective implementation is the adjustment of these teaching tools for the national and regional contexts. On the other hand, various teaching tools are available in the official language, and these tools concern such topics as “The Theory and Practice of Inter-cultural Education”, “Parents to Parents: Towards Strengthening of School Community”; and during the implementation of the project “Media and Information Literacy (MIL)” teaching material for teachers has been prepared http://www.upc.smm.lt/projektai/mir/ etc.
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.
Pilietiškumo ugdymas Citizenship education Citizenship education is understood as education of citizens, who are conscious, are aware of their rights and responsibilities, are able to actively and constructively participate in state’s and society’s life and are able to improve it, make independent and conscious decisions, evaluations and make up their mind in a free and pluralistic society, they promote love for their homeland and responsibility for their nation and state and have a sense of national honour. Education for human rights is an integral part of citizenship education and is promoted though respect for the democratic values. For term definitions please see the Law on Education of the Republic of Lithuania and the general programme of social education in primary and lower secondary education
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?
Extensively
d) … in the training of education personnel?
Scarcely
e) … in youth policy and non-formal education?
Extensively
In case if education laws, policies, and strategic objectives do refer explicitly to EDC/HRE, please specify:
Key national strategic documents (Lithuania’s Progress Strategy ‘Lithuania 2030’, National Progress Programme 2014–2020 and State Education Strategy 2013–2022) set out goals for the national education system. The strategic goal is to turn the education system in Lithuania into a sustainable foundation for the furtherance of national welfare, brave and independent people able of creating their own future as well as the future of the nation and the world. All these strategic documents acknowledge the importance of fundamental human rights principles as well as citizenship education for better qualitative development of national education system and policies. Lithuania has recently (in December 2015) adopted The Concept of Good School - where balanced learning, whole-school and holistic approaches play an important role for democratic school governance, democratic participation and leadership.
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
Please provide further details including web links where appropriate:
a) Fundamentals of citizenship is a obligatory subject in the 9th-10th grades of lower secondary education programme http://portalas.emokykla.lt/bup/Documents/Pradinis%20ir%20pagrindinis%20ugdymas/Socialinis-ugdymas.pdf
b) Fundamentals of law is an optional subject in the 11th-12th grades of the secondary education school http://portalas.emokykla.lt/bup/Puslapiai/vidurinis_ugdymas_socialinis_ugdymas_teise_bendrosios_nuostatos.aspx.
c) Inclusive programme of citizenship education for cross-curricula approach http://portalas.emokykla.lt/bup/Puslapiai/pagrindinis_ugdymas_bendras.aspx
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?
No
b) … primary school?
No
c) … lower secondary school (including vocational)?
No
d) … upper secondary school (including vocational)?
No
If no, please explain why not:
General programme of citizenship education in lower secondary education school was last updated in 2008. Education on human rights is also an integral part of this programme. The updating process of this programme has started in 2015 and will be lasting till the end of 2016.
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?
In 2015, meetings with teachers, scientists and other stakeholders, such as national institutions and NGOs, have started as part of the updating of the general programme of citizenship fundamentals. These meetings will also continue in 2016 and the programme updating directions will be prepared based on the outcome of these discussions.
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
In 2015, the Lithuanian University of Educational Sciences together with General Jonas Žemaitis Military Academy of Lithuania developed a joint Bachelor studies programme “History and Citizenship Education”. During the implementation of the project “Creating the Republic” (2012-2015), the module of citizenship education was developed in order to update the humanities, social and other disciplines in the higher education schools for preparation of educators, this was done with intention to supplement these disciplines with the relevant to citizenship issues study material and thus strengthen general cultural and civic competences of future teachers.
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 principle of democratic school government was established in the Law on Education of the Republic of Lithuania (1991) and elaborated in detail in the general provisions of general education schools and in other documentation, e.g. broader involvement of parents in school life was discussed in more detail in the general education plans for lower and upper secondary education programmes for 2015-2016 and 2016-2017.
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:
Lot of trainings are included on specific areas of EDC/HRE, for example trainings on participation in school community, training competences for valuing democracy, justice, equality, communication and conflict resolution skills etc.
If no, please explain why not:
If to some extent, please specify:
Further comments
Provide examples of good practice:
The project “Become” (“Tapk”) was implemented by 2012. The purpose of one of the programmes “Programme for strengthening of pupil self-governance in municipalities” was to strengthen the self-governance skills of pupils (14-18 year old), their skills and competences of civic involvement in school life, to develop the role of pupil self-governance in school community life and create conditions for pupils to develop their citizenship, social and communication competences. Approximately 2,100 children were trained under these programmes, along with pupil self-governance leaders and education section staff and youth affairs coordinators. The project was implemented in all Lithuanian counties. The pilot project “Parents to Parents: Towards Strengthening of School Community” was implemented by 2013. Project activities: training for parent representatives delegated by schools and their practical involvement in schools in order to strengthen their skills of participation in school life. 50 parent representatives participated in the project activities.
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 large 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:
Success was determined by the attention of the Republic of Lithuania and the EU and other states and by the funding of various human rights protection areas, such as youth employment, ensuring the rights of children, community concentration, development of skills of NGOs and other projects. The strengthened civic powers of non-governmental organisations sector gave opportunity to solve a number of problems related to EDC/HRE. The NGOs activity evolved into an umbrella structure and became more organised, e.g. The Lithuanian Youth Council (LiJOT), Forum of Lithuanian Parents (LTF), etc. This process was also influenced by the Law on Non-governmental Organisation Development of 19 December 2013 aimed at creating a friendly environment for non-governmental organisations.
Provide examples of good practice:
The LiJOT project “X-Y-Z” has the key purpose of social inclusion of unemployed and non-studying young people, development of structural dialogue, underlining the importance of the European Union youth politics to a young person. Most importantly this project resulted in the inclusion of unemployed and non-studying youth in the processes of youth politics and structural dialogue. For more information please refer to http://www.lijot.lt/en/projects/all/163-international/682-project-x-y-z
The project “Development of the Integrated Youth Politics” was implemented by the Department of Youth Affairs under the Ministry of Social Security and Labour in 2010-2015. The project is aimed at strengthening the state and non-governmental sector involved with the youth, as well as creating, promoting and strengthening the forum for cooperation between the state and non-governmental sector. Upon completion of research and analysis, the assessment data on youth politics in the municipalities will be used in preparation of municipal planning documents, national programmes and tools. The strengthened youth organisations are expected to become more competent in cooperation with national and municipal institutions and to provide more services while competing with other market participants.
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:
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:
There are standardized Lithuanian Natural Sciences and Social Development programmes prepared for the 8th grade with incorporated social development, including fundamentals of citizenship, achievement construct and achievement level coverage. These instruments allow measurement of pupil achievements in the area of understanding processes of civic society and democratic state, which in this document is interpreted as knowledge of civil rights, responsibility, skills of active political involvement, understanding of child and human rights and freedoms, democratic values and principles and the operational principles of the democratic government.
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?
Cooperation and methodological support in preparation of the methodological principles.
Further comments
The quality study of the state of citizenship education in Lithuanian schools conducted in 2012 showed the way citizenship is understood in Lithuanian schools and what, under ideal circumstances, the result of citizenship education should be according to the study participants; how the present school options of citizenship education are seen and what should be changed to achieve better youth citizenship education results; how the participants in the youth citizenship education projects themselves see the results of these projects; what factors, according to the potential participants in the citizenship education projects, are important for securing the effective implementation of citizenship education projects. In Lithuania, pupil achievements including citizenship education are regularly assessed, and various education state analyses are prepared with repeatedly examined topics of citizenship education, democratic school community education and other themes relating to human rights education. Lithuania is also participating in the international studies. IEA ICCS (International Civic and Citizenship Education Study), IEA PIRLS (Progress in International Reading Literacy Study). Presently the Lithuanian Data Archive of HSS is conducting the research of the problems in the area of the European Union citizen rights. The research is conducted on the basis of the project of the European Commission Representation in Lithuania “European Union Citizen Rights: Problems and Solutions”. The purpose of this research is to determine the problems faced by Lithuanian citizens, living in Lithuania and other EU member states, as well as by the citizens of other EU member states living in Lithuania, related to the implementation of their citizen rights enshrined in the European Union law, and to offer ways and means for better implementation of citizen rights. The research results will be presented in the academic study where specific EU citizen rights whose insufficient implementation raises major problems will be defined and the recommendations for the solution of these problems will be offered.
Article 13. Skills for promoting social cohesion, valuing diversity and handling differences and conflict
Q20 In your country, to what extent are educational approaches and teaching methods promoted that enable pupils/students to acquire competences to…
a) … promote social cohesion?
To a moderate extent
b) … value diversity and equality (particularly between different faiths and ethnic groups)?
To a moderate extent
c) … settle disagreements and conflicts in a non-violent manner?
To a moderate extent
d) … combat all forms of discrimination and violence (especially bullying)?
To a moderate extent
If not at all or to a little extent, please explain why:
What needs to be done to encourage more active promotion of such educational approaches and teaching methods?
When preparing or updating the education programmes these areas must be described as requiring additional attention, focused activity and specific means. The requirement needs to be formulated stating that teaching ways and methods allowing pupils to gain required competences in these areas must be included in the education programmes.
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?
Yes
If not, please explain why not:
If yes, please provide links to the relevant monitoring and evaluation reports:
- http://www.hrmi.lt/uploaded/Documents/Pre-trial%20detention%20
- http://www.hrmi.lt/uploaded/Documents/Strugling%20for%20Gender%20Equality_2013_EN.pdf
- http://www.civitas.lt/wp-content/uploads/2015/12/VRM-summary.pdf
What were the key conclusions?
The level of awareness of human rights is constantly increasing, but the level of awareness where to seek help when human rights are violated is increasing much more slowly; less educated people, older people and unemployed are the ones who lack information about human rights the most; the crisis of trust in human rights protection mechanisms persists; the activity of NGOs in the area of human rights protection is seen most positively; according to citizens, the contribution of the business sector to the protection of rights is also significant; the right to fair trial continues to be seen as the most vulnerable; people become increasingly sensitive to the privacy issues at work; with generally increasing sensitivity to human rights violations general awareness of forms of discrimination has significantly diminished; the awareness of discrimination against the physically and mentally disabled people has decreased despite the fact that this kind of discrimination in various areas is still significant; the level of child rights protection and discrimination against sexual minorities is still regarded as relatively low and continues to decrease.
Who takes part in the evaluation process?
Various research are conducted by the Lithuanian and international institutions scientists. The conclusions of the study are available for the representatives of national and non-governmental institutions, the media, etc.
Example of good practice:
In 2013, Eastern European Studies Centre published an analytical study of impact of laws on equal possibilities and protection from domestic violence in Lithuania and Bulgaria. The publication is useful to the NGOs seeking a better women rights protection in Russia, Belarus and other countries. In this study, Lithuanian and Bulgarian experts analyse the laws on equal rights and protection from domestic violence in their native countries and provide recommendations. For more details please refer to: http://www.eesc.lt/uploads/news/id683/Struggling%20for%20gender%20equality_EN.pdf
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:
The operating Agency of International Youth Cooperation in Lithuania conducts national youth politics in cooperation with foreign state institutions in the area of international youth cooperation. Education Development Centre is implementing the project “Information Literacy of the Media” where teachers and pupils are introduced to the possibilities of critical thinking development, objectives of the media, and principles of information shaping. The project is implemented together with the Nordic countries.
What is required to encourage such cooperation activities?
As much as possible, to publicize the goals of various activities, process of their implementation and results and thus form the targeted opinion of the society, reveal relevant problems and promote active participation. Political and financial support in Europe and in the country is also required.
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?
We expect the politcies on human rights education and citizenship education to be even more effective and coherent, for that purpose we need to further share the experience, together look for the effective ways of actions, methods, disseminate the examples of good practice in all field of society life and together with the EU and UN countries, the CoE and OSCE members continue to form common EDC/HRE policies and the dialogue with other world countries in the area of human rights education.
To what extent are these expectations met?
The expectations have been met and we also hope for more extensive cooperation and collective effort in all areas of society life regarding the EDC/HRE.
How could such cooperation be made more useful?
By enhancing cooperation organising more joint activities, projects, meetings, the EDC/HRE policies impact assessments and by financing these activities. By creating conditions in the projects and activities for participation of the largest possible number of NGOs.
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
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
3
b) Opportunities for sharing and cooperation with other countries
4
c) Provision of a shared framework of reference / common standards
3
d) Impetus for dialogue and cooperation within the country
3
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
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
Low impact
d) Reduction/cuts in funding
Medium 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.)
Low impact
k)Other
Please specify other
Further comments (half a page maximum):
We believe that one of the main challenges is the capability of the education community to integrate the topics of democratic citizenship and education for human rights in the education process. Another challenge is the creation of these integration models and the options of their application in the practical activity of a teacher either in school or the informal education activity.
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
High
h) Research
Medium
i) Social cohesion, valuing diversity and handling differences and conflict
Medium
j) Evaluation and review
Medium
k) International and European co-operation
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?
We would suggest conducting the quality EDC/HRE studies in the member states. Such research would provide more accurate analysis of the situation.
Q29 To what extent the process of preparation of the reply to this questionnaire was constructive and participatory? [Please rank from 1 (poor)- 5 (excellent)]
5
Further comments:
All included organisations made contribution to the preparation of the questionnaire answers.
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
Representatives of the Committee on Education, Science and Culture of the Parliament of the Republic of Lithuania (Seimas).
Q30 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
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?
A new version of the Law on Education of the Republic of Lithuania 2011.
Q32 What are the thematic areas of education of particular concern to your Committee in this respect?
One of the most important areas of activity of the Committee on Education, Science and Culture of the Seimas is the parliamentary control. Performing this function within the limits of its powers, the Committee has the right to monitor and control the implementation and the ways of implementation of the adopted legislations. The Committee's parliamentary control includes the prevention of bullying, the accessibility of education in the regions, the guarantee of quality and availability of ethnic minority education and other issues.
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:
Representatives of the Ministry of Education and Science Representatives of the Education Development Centre under the Ministry of Education and Science; Representatives of the Lithuanian Centre of Non-formal Youth Education under the Ministry of Education and Science under the Ministry of Education and Science
2. Research institutions:
Lithuanian university of educational sciences
3. Education professionals:
4. Civil society organisations:
Civil society institute
a. Teachers organisations:
Union of Democratic school
b Youth organisations
c Children organisations
d Parents organisations
5. National human rights institutions
6. Parliaments
Representatives of the Committee on Education, Science and Culture of the Parliament of the Republic of Lithuania (Seimas)
7. Local and regional authorities
8. International institutions
9. Medias
10. Others
