Portugal
2016 Report on the State of Citizenship and Human Rights Education in Europe
Questionnaire filled in by General Secretariat 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 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 large extent
d) … supporting training about EDC/HRE for teachers and school leaders
To a large 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 /p>
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 large extent
c) Advocacy by civil society organisations
To a fair extent
d) Advocacy by prominent personalities
To a fair extent
e) Increased visibility of EDC/HRE in the media coverage
To a large extent
f) Political will
To a large extent
g) Political pressure from regional and international institutions
To a fair extent
h) More resources allotted to EDC/HRE
To a large extent
i) Other
To a large extent
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 little extent
c)…EDC/HRE policies and other policy sectors?
To a little extent
Please describe the existing inconsistences:
There are some difficulties to implement in a widespread way what is established at the legislative and policy levels. More coherence and coordination between sectors is needed. The curricula implementation needs to strengthen citizenship competences. Further steps are needed to recognize the added value of Non-formal and Informal learning.
Further comments
Q5 In your country, have strategic approaches / measures been taken to counter these inconsistencies, since 2012?
Yes
If yes, please specify:
Citizenship Education is explicitly considered as one of the guiding principles of the curriculum organisation and management, from preschool to upper secondary education (Decree-Law no. 139/2012, July 5). In order to strengthen the cross curricular approach contents and curricular guidelines on Citizenship Education have been produced. The collaborative work between the Ministry of Education, other public sector bodies and civil society partners has been strengthened.
If no, please explain why not:
Further comments
Recently the Portuguese Government has created a Working Group on Citizenship Education (Order no. 6173/2016, 10th May) which will be responsible for designing a Strategy for Citizenship Education.
Q6 Have concrete measures/activities been taken to promote citizenship and human rights education in your country since 2012, in accordance with the objectives and principles of the Charter? (NB: this includes work done in the framework of the UN World Programme for Human Rights Education and other relevant international programmes and initiatives)
Yes
If yes, please specify:
In the curricular framework mentioned in the previous answer (under Decree-Law no. 139/2912, July 5), a Reference Document ‘Citizenship Education Guidelines’ was produced. Different thematic areas of Citizenship Education were included in this Document and specific curricular guidelines started being developed by the Ministry of Education in partnership with other public sectors and civil society organisations. These partnerships, in many cases linked to National Plans/National Strategies and Protocols, have been intensified through joint projects, in-service teacher training, awareness raising sessions and other initiatives implemented in schools. Specific Guidelines/Reference Documents have already been produced for the following Citizenship Education thematic areas: Education for Security, National Defence and Peace; Media Literacy; Financial Education; Road Safety Education; Risk Education; European Dimension of Education; Development Education.
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:
To continue the work mentioned in the previous answer (Q6), namely: writing Guidelines/Reference Documents for specific thematic areas of Citizenship Education; reinforcing in-service teacher training and awareness raising sessions for students.
If no, please explain why not:
Further comments
Q8 Is the Charter…
a)…available in the language(s) of your country?
Yes
b)…available in the minority language(s) of your country?
No
c)…available on the website of the Ministry of Education or another relevant body?
Yes
d)… disseminated to the target audiences by other means?
Yes
If no, please explain why not:
Further comments
Available on the Portuguese Ministry of Education Website, specifically: Directorate-General for Education (Direção-Geral da Educação)
http://www.dge.mec.pt/carta-do-conselho-da-europa-sobre-educacao-para-cidadania-democratica-e-para-os-direitos-humanos;
Portuguese Institute of Sport and Youth (Instituto Português do Desporto e Juventude)
https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016804969d4
Q9 The Council of Europe has produced a number of tools and resources to promote and support citizenship and human rights education within and across the States Party to the European Cultural Convention. These tools and resources are available at: www.coe.int/en/web/edc/resources and at: www.coe.int/compass (Please indicate the usefulness, in your country, of the following Council of Europe tools and resources.)
a) Charter on EDC/HRE
Moderately used
b) Strategic Support for Decision-makers: Policy Tool for EDC/HRE
Scarcely used
c) Democratic Governance of Schools
Moderately used
d) How all Teachers Can Support EDC/HRE: A Framework for the Development of Competencies
Moderately used
d) Quality Assurance of EDC in Schools
Scarcely used
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
Scarcely used
g) A Compendium of Good Practice in HRE
Scarcely used
h) Compass, manual for human rights education with young people
Moderately used
i) Compasito, manual for human rights education with children
Moderately 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
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: ______)
Moderately used : Bookmarks
If these resources were useful, please specify:
Some of them were useful to plan activities to be implemented with students and, in other cases, they were useful to plan in-service teacher training activities. Unfortunately, only a few are translated into Portuguese language, which is an obstacle to a broader dissemination. The manual “Democratic Governance of schools” was very useful as a tool to work in one key area – Governance - of Amnesty International’s project “Human Rights Friendly Schools”. It is very well organized, gives practical information as well as good practices and provides an interesting evaluation tool to support schools’ planning in order to increase their levels of democratic governance. “Compass” and “Compasito” are interesting resources to conduct formal education and non-formal education activities. They are very practical, with accessible language, and well organized.
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:
Despite the positive response, we need to provide an additional explanation. The term that we use is “Citizenship Education” (Educação para a Cidadania) covering a wide and very comprehensive range of thematic areas. According to the document ‘Citizenship Education – Guidelines’ (http://www.dge.mec.pt/sites/default/files/ECidadania/Docs_referencia/citizenship_education_guidelines.pdf), “Citizenship Education” «vows to contribute to the development of responsible, autonomous and solidary people that know and exercise their rights and duties through dialogue and respect for others, with a democratic, pluralist, critical thinking and creative spirit». Within “Citizenship Education” 15 thematic areas are included and considered as transversal subjects to society: Road Safety Education; Development Education; Education for Gender Equality; Human Rights Education; Financial Education; Education for Security, National Defence and Peace; Promoting Volunteering; Environmental Education/Sustainability; European Dimension of Education; Media Literacy; Health and Sex Education; Entrepreneurship Education; Consumer Education; Intercultural Education; Risk Education. Regarding Human Rights Education, the above mentioned document establishes that it «is intimately connected to Democratic Citizenship Education, focuses in the wide spectrum of human rights and fundamental freedoms, in all aspects of people’s lives, while Democratic Citizenship Education focuses, essentially, in democratic rights and responsibilities and in the active participation in the civic, political, social, economic, legal and cultural spheres of society». In spite the above mentioned, in different contexts (namely in non-formal education) actors develop their work according to different Citizenship Education definitions.
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?
c) … in higher education?
Moderately
d) … in the training of education personnel?
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:
The reference is to Citizenship Education. One of the guiding principles of the curriculum organisation and management (Decree-Law no. 139/2012, July 5) is to strengthen the cross-curricular nature of Citizenship Education, establishing content and program guidelines, but not including it as a mandatory separated subject. It is considered that Citizenship Education requires a transversal approach, both in subject areas and subjects and in projects and activities from preschool to upper secondary education. Besides the curricular dynamic, the living experience at the whole school is also assumed as part of the citizenship education process, as mentioned in the Reference Document ‘Citizenship Education – Guidelines’.
Recently the Portuguese Government has created a Working Group on Citizenship Education (Order no. 6173/2016, 10th May) which will be responsible for designing a Strategy for Citizenship 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
b) specific subject matter – optional
c) cross-curricula approach
d) whole school approach
Please provide further details including web links where appropriate:
a) In Vocational Education and Training (VET):
- “Education and Training Courses” [Cursos de Educação e Formação (CEF)] - Basic level of education and training include the subject "Citizenship and Current World" as part of the socio-cultural training component; “Education and Training Courses” [Cursos de Educação e Formação (CEF)] - Upper secondary level include the subject "Citizenship and Society" as part of the socio-cultural training component;
- “Upper Secondary Vocational Courses” (Cursos Profissionais) - include the subject "Integration Area" as part of the socio-cultural training component; • “Apprenticeship Courses” - Upper secondary level include the subjects "Current World" and "Personal and Social Development" as part of the socio-cultural training component;
-In “Adult Education and Training Courses” (Cursos EFA – Educação e Formação de Adultos) – Basic level courses include the subject "Citizenship and Employability" and, in the case of Upper secondary level courses, include the subject “Citizenship and Professionality” - in both levels these subjects are included as part of the basic training component; the technological training component of these pathways also includes modules directed towards some professional profiles, that also develop these themes.
-The Reference Documents for Recognition, Validation and Certification of Competences (basic and upper-secondary levels) integrate contents on issues such as active citizenship, rights and duties, tolerance and diversity, and promotion of human rights. b) In Formal General Education: Specific subject – optional: Citizenship Education is not a mandatory subject to be offered by schools. Therefore, schools can decide, in the context of their autonomy, whether to provide it as a separated subject or not (in the 1st, 2nd and 3rd cycles of basic education – corresponding to ISCED 1 and 2). Whenever Citizenship Education is offered by schools its attendance is compulsory for students. c) Cross-curricula approach: It is considered that Citizenship Education requires a transversal approach, both in subject areas and subjects and in projects and activities, from preschool to upper secondary education d) Whole school approach: Depending on the school project and the school culture, and according to their autonomy, the whole school approach to Citizenship Education is implemented in some schools but we cannot consider it as a widespread practice following a coordinated plan of action. Nevertheless and beyond the class activities, the school context provides a set of learning environments and situations where Citizenship Education happens.
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?
Cross-curricular approach to Citizenship Education is based on the recognition that all the subjects and respective teachers are responsible for putting it into practice and, therefore, demands the teachers’ willingness and ability to integrate it in their daily class activities and learning environment. To meet this challenge there needs to be greater provision of in-service teacher training and initial teacher education concerning Citizenship Education. School heads’ role is also relevant for leading the process of implementing Citizenship Education, including through school-community links. Strengthening the monitoring role of central and local educational authorities at school, through a pedagogical approach, could contribute to value teachers' and schools heads' action and to improve Citizenship Education.
To what extent was the revision and updating process inclusive and participatory?
Further comments
Vocational Educational and Training (VET) has not been subject to revision and updating since 2012 (so “YES” on c) and d) does not apply to VET).
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
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:
Decree-Law no. 137/2012, July 2 – Regime of Autonomy, Administration and Management of Schools (from preschool education to upper secondary education); Law no. 51/2012, September 5 – Status of the Student and School Ethics. The School Council (Strategic Board) includes the participation of teachers and other education staff, parents, students, municipality authorities and local community representatives. Students participate in the class council through their class representatives (elected by the peers).
Parents are as well represented in the class council. Students can also be represented through the students association. A concern is the fact that students’ opinions and points of view might not be taken into account, needing further work to overcome it.
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?
c) … other education staff?
d) … youth leaders (in and out of school)?
Yes
e) … teacher trainers / trainers of trainers?
f) … parents?
If yes, please specify:
In recent years there has been a decrease in the provision for in-service teacher training, including on Citizenship Education, due to budgetary constraints, in the context of the current economic and financial crisis. The Ministry of Education, in partnership with other organisations, has been providing training courses for teachers on Citizenship Education topics, namely in connection to the specific Reference Documents (please see Q6), but has only been able to offer this training to a minority of teachers.
In initial teacher education, the provision for EDC/HRE is different and comprehending a wide range of topics in each university/higher school of education according to their autonomy. EDC/HRE training for youth workers is limited to some experiences, namely to support youth organisations, therefore demanding further work and funding to be strengthened.
If no, please explain why not:
If to some extent, please specify:
Further comments
Provide examples of good practice:
Article 10. Role of non-governmental organisations (NGOs), youth organisations and other stakeholders
Q17 To what extent, in your country, is there co-operation and support between the government and the following organisations and groups that foster citizenship and human rights education?
a) Non-governmental organisations (NGOs)
To a fair extent
b) Youth organisations
To a fair extent
c) Community groups
To a little extent
d) Parents' groups
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:
1. Cooperation between the Ministry of Education and NGOs: The partnerships between the Ministry of Education and Non-governmental organisations in the field of Citizenship Education (to write Reference Documents/Guidelines, to develop joint projects, to promote awareness raising sessions for teachers and students …) have been succeeding by sharing knowledge and complementary resources that create synergies through a win-win process.
2. Youth Advisory Council: The development of several programmes, projects and actions exclusively targeted to support youth organisations in several different fields and ways, like training, support for regular activities, support for the development of entrepreneurs in social economy organisations, etc. Also the involvement of youth organisations in the decision making process, specifically in the context of the Youth Advisory Council or the Portuguese Institute for Sports and Youth Advisory Council.
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:
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?
If not at all or to a little extent, please explain why:
What needs to be done to obtain stronger support for such research?
Further comments
Information not available on these matters.
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?
Teachers usually refer to about the volume of the subjects’ programmes and the national exams (students’ external evaluation) as constraints that limit the frequent use of learner centred methods and educational approaches more appropriate to develop students’ citizenship competences.
Further comments
Vocational Education and Training (VET): These competences are only developed in some subjects of some education and training modalities.
SECTION 4: EVALUATION AND COOPERATION
Article 14. Evaluation and review
Q21 Has any action been taken or foreseen to evaluate strategies and policies undertaken in accordance with the aims and principles of the Charter?
No
If not, please explain why not:
If yes, please provide links to the relevant monitoring and evaluation reports:
What were the key conclusions?
Who takes part in the evaluation process?
Example of good practice:
Further comments:
Article 15. Co-operation in follow-up activities
Q22 In your country, have any co-operation activities with other countries been organised or planned in pursuing the aims and principles of the Charter?
Yes
If not, please explain why not:
Example of good practice:
What is required to encourage such cooperation activities?
Further comments
There are some experiences of international projects that contribute to aims and principles of the Charter but not under a systematic practice.
Article 16. International and European co-operation
Q23 In your country, is there co-operation and collaboration on citizenship and human rights education with the following organisations / institutions?
a) Council of Europe (CoE)
Yes
b) United Nations system (UN) (including UNESCO and UN OHCHR)
Yes
c) Organisation for Security and Co-operation in Europe (OSCE)
Yes
d) European Union (EU) (including European Commission)
Yes
e) Other international/ European organisations
Yes
Please specify 'Other international/ European organisations'
Organisation of Ibero American States; International Holocaust Remembrance Alliance.
What are your expectations from such cooperation?
Opportunity for sharing knowledge and peer learning processes; Impetus for dialogue and encouragement for stronger action and higher quality; access to expertise from different institutions that can promote sustainable work. To keep HRE on the Youth sector agenda (CoE).
To what extent are these expectations met?
In an overall way they are met to a fair extent but one must consider that cooperation is a long-term path and that the work is in progress.
Grants supporting projects/organisations have a key role to promote cooperation among different institutions.
How could such cooperation be made more useful?
More joint projects and peer learning activities should be developed which require political will and additional resources.
Further comments
Regarding the Council of Europe, the cooperation and collaboration could be improved through the appointment of the EDC/HRE National Coordinator and his/her subsequent participation in the respective Network.
Q24 In what ways is / can the Charter review process be of support to the countries? [Please rank from 1 (not useful)- 5 (very useful)]
a) An encouragement / motivation for stronger action and higher quality
5
b) An opportunity to promote good practice
4
c) A support tool for dialogue with other countries and within the country
5
d) Access to expertise from other countries and from international institutions
5
e) Other
Please specify other
Q25 What are your expectations from the Council of Europe? [Please indicate the current level of satisfaction from 1 (not useful) - 5 (very useful) for each expectation]
a) An encouragement / motivation for stronger action and higher quality
5
b) Opportunities for sharing and cooperation with other countries
4
c) Provision of a shared framework of reference / common standards
5
d) Impetus for dialogue and cooperation within the country
4
e) Authoritative encouragement to ensure respect of commitments
4
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
4
h) Other
5
Please specify other
Access to activities developed within the Youth Sector of the Council of Europe.
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)
High impact
b) Lack of awareness/interest/support among education professionals
Medium impact
c) Impact of the economic crisis/recession
High impact
d) Reduction/cuts in funding
High impact
e) Decentralised education system
Low impact
f) Changing political context (e.g. change of government)
Medium impact
g) Reduction of support networks (NGOs, parent and youth groups etc.)
Medium impact
h) Lack of public interest and support
Medium impact
i) Lack of media interest and support
Medium impact
j) Lack of support from European organisations (Council of Europe, EU etc.)
Medium impact
k)Other
Please specify other
Further comments (half a page maximum):
The consolidation of the Youth Worker’s professional profile is a key element for the dissemination of youth public policies, encompassing several modules of EDC and HRE. On the other hand, the undergoing development of a National Training Plan for Youth can be another relevant element to foster EDC/HRE among several key actors of the youth sector and young people in general.
FOLLOW-UP QUESTIONNAIRE
There are plans to repeat this questionnaire in 5 years’ time to get a further sense of the progress of the States Party to the European Cultural Convention in pursuing the aims and principles for citizenship and human rights education promoted by the present Charter. It is also proposed to design the questionnaire focusing on particular areas.
Q27 What particular areas should the follow-up Questionnaire focus on for the next review cycle? (Please indicate the level of priority for each area)
a) Formal general (pre-primary, primary and secondary school) and vocational education
High
b) Higher education
High
c) Pre-school education
High
d) Democratic governance of educational institutions
High
e) Training (initial and on-going)
High
f) Role of non-governmental organisations (NGOs), youth organisations and other stakeholders
High
g) Criteria for evaluation
High
h) Research
Medium
i) Social cohesion, valuing diversity and handling differences and conflict
High
j) Evaluation and review
High
k) International and European co-operation
High
l) Other
High
Please specify other
Fight against violent extremism and radicalisation leading to terrorism.
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?
There is a significant improvement comparing to the 2012 version. More effective support should be given to the EDC/HRE National Coordinators to improve data collection. The next report should be a tool to inform policy-making. A wide dissemination of the report through the Council of Europe and in each country could encourage progress in Citizenship 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
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 [Ministério da Educação (ME)]:
Directorate-General for Education [Direção-Geral da Educação (DGE)]; Directorate-General of Schools [Direção-Geral dos Estabelecimentos Escolares (DGEstE)]; Portuguese Institute for Sport and Youth (Instituto Português do Desporto e da Juventude).
Under the supervision of the Ministry of Education (Ministério da Educação) and of the Ministry of Labour, Solidarity and Social Security (Ministério do Trabalho, Solidariedade e Segurança Social), in conjunction with the Ministry of Economy (Ministério da Economia):
National Agency for the Qualification and Vocational Education [Agência Nacional para a Qualificação e o Ensino Profissional (ANQEP)];
Ministry of Science, Technology and Higher Education (Ministério da Ciência, Tecnologia e Ensino Superior): Directorate-General of Higher Education [Direção-Geral do Ensino Superior (DGES)].
Ministry of Foreign Affairs [Ministério dos Negócios Estrangeiros (MNE)]
2. Research institutions:
3. Education professionals:
4. Civil society organisations:
a. Teachers organisations:
b Youth organisations
National Youth Council [Conselho Nacional da Juventude (CNJ)]
c Children organisations
d Parents organisations
5. National human rights institutions
National Commission for Human Rights (Comissão Nacional para os Direitos Humanos)
Amnesty International, Portugal (Amnistia Internacional, Portugal).
6. Parliaments
7. Local and regional authorities
8. International institutions
9. Medias
10. Others
