Luxembourg
2016 Report on the State of Citizenship and Human Rights Education in Europe
Questionnaire filled in by the Ministry of Education, Child Welfare and Youth
GENERAL QUESTIONS
Q1 Would you agree that citizenship and human rights education is a means to address…
a) … violent extremism and radicalisation leading to terrorism?
To a great extent
b) … integration of migrants and refugees?
To a great extent
c) … consequences of the economic crisis / austerity measures / social exclusion?
To a medium extent
d) … the deficit of democratic participation of both vulnerable and non-vulnerable groups in society with the overall aim of building cohesive and equitable societies?
To a medium 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 little extent
c) … EDC/HRE at educational institution level (school, college, university)
To a little 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
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 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
To a fair extent
g) Political pressure from regional and international institutions
To a little extent
h) More resources allotted to EDC/HRE
To a fair 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?
To a little extent
b)…EDC/HRE policies and their implementation in practice?
To a fair extent
c)…EDC/HRE policies and other policy sectors?
To a little extent
Please describe the existing inconsistences:
While there is definitely a willingness on the part of the authorities to implement EDC/HRE further, it is proving difficult to fully engage stakeholders in schools and indeed in the wider community.
Further comments
Q5 In your country, have strategic approaches / measures been taken to counter these inconsistencies, since 2012?
Yes
If yes, please specify:
The EDC/HRE syllabi have been revised and a new school textbook produced. An EDC/HRE centre is being set up. A mandatory course for pupils of all ages entitled “Life and society” is to be introduced from September 2016. An action plan to tackle radicalisation has been drawn up.
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 EDC/HRE syllabuses have been revised and a new school textbook produced. An EDC/HRE centre is being set up. A mandatory course for pupils of all ages entitled “Life and society” is to be introduced from September 2016.
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:
Since 2013, the Ministry has been widened to include non-formal education for children and young people. Programmes for vulnerable sections of the population have been adopted (school dropout prevention, personal development for pupils, cultural programmes, etc.).
The EDC/EST syllabuses in the formal education sector have been revised.
An independent centre for EDC/HRE is going to be set up, in the form of a foundation.
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?
No
d)… disseminated to the target audiences by other means?
No
If no, please explain why not:
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
I do not know/Information not available
b) Strategic Support for Decision-makers: Policy Tool for EDC/HRE
I do not know/Information not available
c) Democratic Governance of Schools
I do not know/Information not available
d) How all Teachers Can Support EDC/HRE: A Framework for the Development of Competencies
I do not know/Information not available
d) Quality Assurance of EDC in Schools
I do not know/Information not available
e) School-Community-University Partnerships for Sustainable Democracy: EDC in Europe and the US
I do not know/Information not available
f) Living Democracy' Manuals for Teachers
I do not know/Information not available
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
I do not know/Information not available
i) Compasito, manual for human rights education with children
I do not know/Information not available
j) Human Rights and Democracy Start with Us – Charter for All
I do not know/Information not available
k) Curriculum development and review for democratic citizenship and human rights education
I do not know/Information not available
l) Multimedia Material (ex. video “Beat Bullying”, series of cartoons “Democracy and Human Rights at School”, video “Corporal punishment at school : how two parents decided to change things”)
I do not know/Information not available
m) “Freedom(s) - Learning activities for secondary schools on the case law of the European Court of Human Rights
I do not know/Information not available
Other (please specify: ______)
If these resources were useful, please specify:
The resources are useful but dissemination has been patchy. There is currently no information available about actual dissemination.
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?
No
In case if there is no shared working definition of citizenship and human rights education, please explain why not:
Since EDC/HRE is a dynamic process linked to various forms of cultural expression, attempts to define it in static, linear terms are best avoided. In Luxembourg, EDC/HRE has traditionally been widely taught through school textbooks. Because Luxembourg is a small country, however, the textbooks often come from neighbouring countries, so the definition of EDC/HRE is not always the same. A definition that allows more room for non-formal education is being considered with the setting-up of the centre for EDC/HRE.
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.
SECTION 2: OBJECTIVES AND PRINCIPLES
Article 5. Objectives and Principles
Q11 In your country, to what extent do education laws, policies, and strategic objectives explicitly refer to citizenship and human rights education
a) … in formal education at pre-primary, primary and secondary level?
Moderately
b) … in vocational education and training?
Scarcely
c) … in higher education?
Moderately
d) … in the training of education personnel?
Moderately
e) … in youth policy and non-formal education?
Moderately
In case if education laws, policies, and strategic objectives do refer explicitly to EDC/HRE, please specify:
School curricula and syllabi make specific provision for EDC/HRE. The same is true for non-formal education.
In case if education laws, policies, and strategic objectives do not explicitly refer EDC/HRE, please explain why not:
SECTION 3: POLICIES
Article 6. Formal general and vocational education
Q12 In your country is education for democratic citizenship and human rights promoted as follows in schools and colleges:
a) specific subject matter – obligatory
c) cross-curricula approach
d) whole school approach
Please provide further details including web links where appropriate:
a) Provided for in the study plan (primary level) and in secondary-school syllabuses at all levels.
c) The cross-curricula approach is recommended in primary and secondary education but is difficult to implement in secondary schools.
d) Possible in primary and secondary education, according to what the schools decide.
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?
A new programme entitled “Life and society” is going to be introduced in secondary schools in September 2016 and in primary schools in September 2017. There have been political difficulties and some civil-society debate about the general direction of the programme.
To what extent was the revision and updating process inclusive and participatory?
Some voluntary classes have been chosen to trial the new programmes in the technical secondary education sector.
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:
The University of Luxembourg is independent in terms of its general focus and strategic objectives. EDC/HRE is not necessarily a strategic objective.
If extensively, please explain why and provide examples:
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)?
No
If yes, please specify:
Pupils and parents have the opportunity to get involved in participatory structures such as school councils, parent committees, school boards, school charters, etc.
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?
No
c) … other education staff?
d) … youth leaders (in and out of school)?
e) … teacher trainers / trainers of trainers?
f) … parents?
No
If yes, please specify:
Initial training includes EDC/HRE. In-service training courses are available. Many in-service courses are currently focusing on radicalisation.
If no, please explain why not:
If to some extent, please specify:
Further comments
Certain types of information (youth leaders, teacher trainers, etc.) are currently unavailable.
Provide examples of good practice:
Article 10. Role of non-governmental organisations (NGOs), youth organisations and other stakeholders
Q17 To what extent, in your country, is there co-operation and support between the government and the following organisations and groups that foster citizenship and human rights education?
a) Non-governmental organisations (NGOs)
To a fair extent
b) Youth organisations
To a fair extent
c) Community groups
To a 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:
One example of good practice is the interaction between an inter-ministerial committee (on which the education sector is represented) on EDC/HRE and NGOs operating in this area.
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?
No
Further information:
Evaluation criteria have not been developed yet.
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?
The National Research Fund supports research. EDC/HRE is not always a major topic of interest for researchers. The University of Luxembourg has, however, supported various research projects commissioned by the government, such as the report on the social integration of young people, which was a large-scale study.
Further comments
Article 13. Skills for promoting social cohesion, valuing diversity and handling differences and conflict
Q20 In your country, to what extent are educational approaches and teaching methods promoted that enable pupils/students to acquire competences to…
a) … promote social cohesion?
To a large extent
b) … value diversity and equality (particularly between different faiths and ethnic groups)?
To a moderate 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 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?
More needs to be done to develop internal democracy at the various levels of authority within schools.
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:
Evaluation and review are carried out indirectly. Certain elements have been borrowed from the charter and implemented, without, however, being specifically attributed to the EDC/HRE Charter.
What were the key conclusions?
More must be done to develop the basic elements.
Who takes part in the evaluation process?
Various departments in the Ministry of Education, Child Welfare and Youth.
Example of good practice:
In the light of failings related to the implementation of certain aspects of the EDC/HRE Charter, an independent centre for EDC/HRE has been set up to better co-ordinate and plan different components of EDC/HRE.
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:
ERASMUS+ exchanges.
What is required to encourage such cooperation activities?
Organisational support in schools and youth centres.
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
Please specify 'Other international/ European organisations'
What are your expectations from such cooperation?
Valuable learning experience, development of ideas and supranational frameworks.
To what extent are these expectations met?
Contact with other countries is very enriching. It encourages us to go further.
How could such cooperation be made more useful?
Setting-up of centres of excellence for transnational exchanges.
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
3
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
4
e) Other
Please specify other
Q25 What are your expectations from the Council of Europe? [Please indicate the current level of satisfaction from 1 (not useful) - 5 (very useful) for each expectation]
a) An encouragement / motivation for stronger action and higher quality
4
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
2
e) Authoritative encouragement to ensure respect of commitments
3
f) Technical advice / technical assistance
2
g) Access to the network of key actors in the member states through the Committee of Ministers, Parliamentary Assembly, the Congress of local and regional authorities and the INGO Conference and the HR Commissioner as well as various monitoring bodies (such as ECRI) as a means of raising visibility of EDC/HRE
3
h) Other
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
Low impact
e) Decentralised education system
Low impact
f) Changing political context (e.g. change of government)
Low impact
g) Reduction of support networks (NGOs, parent and youth groups etc.)
Low impact
h) Lack of public interest and support
High impact
i) Lack of media interest and support
High impact
j) Lack of support from European organisations (Council of Europe, EU etc.)
Low impact
k)Other
Please specify other
Further comments (half a page maximum):
FOLLOW-UP QUESTIONNAIRE
There are plans to repeat this questionnaire in 5 years’ time to get a further sense of the progress of the States Party to the European Cultural Convention in pursuing the aims and principles for citizenship and human rights education promoted by the present Charter. It is also proposed to design the questionnaire focusing on particular areas.
Q27 What particular areas should the follow-up Questionnaire focus on for the next review cycle? (Please indicate the level of priority for each area)
a) Formal general (pre-primary, primary and secondary school) and vocational education
Medium
b) Higher education
Medium
c) Pre-school education
Low
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
Low
i) Social cohesion, valuing diversity and handling differences and conflict
Medium
j) Evaluation and review
Low
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)]
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
NB: Contacting the parliamentary committee on education is beyond the respondent’s remit (Instituteur- attaché [teacher attached to the Ministry of Education])
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:
2. Research institutions:
3. Education professionals:
4. Civil society organisations:
a. Teachers organisations:
b Youth organisations
c Children organisations
d Parents organisations
5. National human rights institutions
6. Parliaments
7. Local and regional authorities
8. International institutions
9. Medias
10. Others
