Romania
2016 Report on the State of Citizenship and Human Rights Education in Europe
Questionnaire filled in by the Institute for Education Sciences
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 medium extent
c) … consequences of the economic crisis / austerity measures / social exclusion?
To a medium extent
d) … the deficit of democratic participation of both vulnerable and non-vulnerable groups in society with the overall aim of building cohesive and equitable societies?
To a 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 little 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 fair 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
While the Ministry of Education took diverse measures to promote EDC/HRE, the concrete support mechanisms (training, materials, financial support) are still insufficient.
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 large extent
e) Increased visibility of EDC/HRE in the media coverage
To a large extent
f) Political will
To a large extent
g) Political pressure from regional and international institutions
To a large extent
h) More resources allotted to EDC/HRE
To a large extent
i) Other
Please specify “other”
Further comments
European cooperation can help to promote the achievement of national education for democratic citizenship at the national level, mainly by: i) launch of a new pan-European campaign to raise awareness and encourage active citizenship; ii) continuing exchange of experience and best practice models offering education for active citizenship through civic education projects and programs; iii) dissemination in all European countries the results of EDCHRE studies; iv) development of social activities, volunteering or community benefit services in the Twinning projects between schools; v) translation of the Council of Europe publications, offering them to teachers as resource materials.
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 little extent
Please describe the existing inconsistences:
Inconsistencies between EDC/HRE policies and their implementation in practice are the result of different causes, for example not having enough financial resources.
Further comments
Q5 In your country, have strategic approaches / measures been taken to counter these inconsistencies, since 2012?
Yes
If yes, please specify:
The new national curriculum includes new or revised subjects: Personal development (including topics of citizenship and human rights education) as mandatory subject for the first 3 years of primary education; civic education remains as separate subject for the last 2 years of primary level. For the primary level, Education for society (1 hour per week) is included in the national offer of optional subjects.
The new curriculum for lower secondary education comprises as part of the core curriculum, the following subjects (1 hour per week):- Critical thinking and the rights of the child as mandatory subject for 5th grade;- Intercultural education (6th grade)- Education for democratic citizenship (7th grade)- Economic and financial education (8th grade). The new subject curricula for lower secondary education will be developed in the next months and will be implemented, gradually, starting with the school year 2017-2018.
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:
Development of EDC/HRE projects, translation of EDC/HRE resources published by the Council of Europe, Human Rights Film and Documentary Festivals, the national programme for nonformal learning - A different school, including one week in spring dedicated to nonformal activities, many of them focused on citizenship and Human Rights 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:
Continuation of the national curriculum renewal (school syllabi for secondary level). Stimulating schools to run European and national projects to promote EDC/HRE – a national award for eTwinning EDC/HRE projects is planned from 2016. In-service teacher training activities.
If no, please explain why not:
Further comments
Q8 Is the Charter…
a)…available in the language(s) of your country?
Yes
b)…available in the minority language(s) of your country?
Yes
c)…available on the website of the Ministry of Education or another relevant body?
Yes
d)… disseminated to the target audiences by other means?
Yes
If no, please explain why not:
Further comments
The Charter was translated and made available on the website of the Institute for Education Sciences and other educational websites. It was also shared within the network on EDC/HRE created by the Intercultural Institute of Timisoara. It was also promoted to teachers from primary, secondary and tertiary education within different events. The Charter for all was also translated and disseminated to schools and pupils.
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
Extensively 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
Extensively 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
Extensively used
j) Human Rights and Democracy Start with Us – Charter for All
Extensively used
k) Curriculum development and review for democratic citizenship and human rights education
Not 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”)
Moderately used
m) “Freedom(s) - Learning activities for secondary schools on the case law of the European Court of Human Rights
Scarcely used
Other (please specify: ______)
Moderately used: Multiperspectivity in History Teaching: a Guide for Teachers
If these resources were useful, please specify:
The tool on Quality Assurance of EDC was largely used both at the level of decision makers and at school level. The Living Democracy series include practical activities useful for many teachers, easy to use. The tool on teachers’ competencies for EDC/HRE and the one on Democratic School Governance have a clear target audience and the feedback received after promoting them was very positive.
If these resources were not useful, please specify:
Further comments
QUESTIONS ON SPECIFIC ARTICLES OF THE CHARTER
SECTION 1: GENERAL PROVISIONS
Article 3. Relationship between education for democratic citizenship and human rights education
Q10 Is there a shared working definition of citizenship and human rights education in your country?
Yes
In case if there is no shared working definition of citizenship and human rights education, please explain why not:
Please provide the name of the term in English and in original language as well as its definition and indicate the references and/or web link.
The common definition is the one promoted by the Charter. The RO translation: educație pentru cetățenie democratică și drepturile omului
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?
Scarcely
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:
i) The Law of national education 1/2011, with subsequent amendments (EDC/HRE is approached through numerous articles:
- art. 1 guarantees the fundamental rights to lifelong learning in state, private and confessional education;
- art. 2 - the right to a free, integral and harmonious development of the human individuality, in shaping the autonomous personality and in assuming a system of values that are necessary for personal fulfillment and development, for development of the entrepreneurial spirit, for citizens’ active participation in society, for social inclusion and for employment, as well as access without discrimination to all forms and levels of education for Romanian citizens, of the European Union, The Swiss Confederation, minors requesting or having received a form of protection in Romania, the foreign minors and stateless minors whose residence on Romanian territory;
- art. 3 - the right to cultural identity and to intercultural dialogue, to quality education, corresponding to the needs of personal and social-economic development, and ensures maintenance, development and expression of ethnic, cultural, linguistic and religious identity for persons pertaining to national minorities, the right to equal chances, academic freedom, freedom of thought and independence from ideologies, religious dogma and political doctrines,
- art 3 and 86 – the right of the parents to be involved in the children’s education. At higher education level, the Law of education promotes the principle of academic freedom, the principle of equity, the principle of respecting the rights and freedoms of students and academic personnel, the principle of independence from ideologies, religions and political doctrines, the principle of freedom of national and international mobility for students, teachers and researchers (Article 118, al. 1, lit. a, e, h, i, j) Law 272/ 2004 on protecting and promoting the child’s rights, with subsequent amendments; it guarantees: respect for the children’s rights according to the principles: respecting and promoting with priority the child’s superior interest, equal opportunities and non-discrimination, ensuring stability and continuity in caring-of, upbringing and educating the child, taking into account his/her ethnical, religious, cultural and linguistic origin, when deciding on protection measures
- Article 6 (a, b, i); the same rights for all the children without any discrimination, no matter the race, colour, gender, language, religion, public opinion or other kind of opinion, nationality, ethnical identity or social origin, material situation, the degree or type of disability
- Article 7 ii) Orders of the Ministry of Education (x., Order of the Ministry of Education, Research and Youth no 1409/29.06.2007 concerning the approval of the strategy for reducing school violence in the pre-university educational institutions and the Order of the Ministry of Education, Research and Youth no. 1529/18.07.2007 concerning the development of the diversity issues in the national curriculum); iii) The Operational Plan (2008-2013) for Implementing the National Strategy on protecting and promoting the child’s rights (Government Decision 860/2008).
In case if education laws, policies, and strategic objectives do not explicitly refer EDC/HRE, please explain why not:
SECTION 3: POLICIES
Article 6. Formal general and vocational education
Q12 In your country is education for democratic citizenship and human rights promoted as follows in schools and colleges:
a) specific subject matter – obligatory
b) specific subject matter – optional
c) cross-curricula approach
d) whole school approach
Please provide further details including web links where appropriate:
a) Civic education, grade III and IV, Social education, 1 hour per week, grades V-VIII (including Critical thinking and the rights of the child – grade V, Intercultural education – grades VI, EDC – grade VII, Economic and financial education – grade VIII), Sociology, 2 hours / week within the theoretical high school, specializing in social sciences. Philosophy, 1-2-3 hours / week, depending on the specialization. Social Studies, 1 hour / week, within the theoretical connection, specializing in social sciences and within the vocational connection, military profile (MAI), specializing in social sciences. The school curriculum can be accessed on the website of the Institute for Education Sciences, at http://programe.ise.ro/
b) National offer for optional subjects: - “European Education”, primary level, approved through the Order of the Minister of Education (5208/25.09.2006), “Intercultural education”, lower secondary level, approved through the Order of the Minister of Education (3774/22.04.2008, reviewed by OMEC 5098/09.09.2009), ”Civic education”, upper secondary level (all profiles of the high-school), approved by OMEdC 4730/22.09.2004 ,1 hour / week (specific textbook is available), ”Mass-media competence”, designed and implemented in upper secondary level (all profiles of the high-school); approved by OMEdC 4730/22.09.2004, 1 hour / week (there is also available a textbook for this subject), “Intercultural education”, upper secondary level, approved by OMECTS 5817/06.12.2010, 1 hour / week, “Education for Democracy”, upper secondary level, approved by OMECTS 5817/06.12.2010, 1 hour / week, “EU institutions”, upper secondary level, approved by OMECTS 5817/06.12.2010, 1 hour / week, “International humanitarian law”, upper secondary level, approved by OMECTS 4202/17.05.2011, 1 hour / week (the discipline is being delivered based on a specific textbook and a teacher's guide), ”Education for society”, preparatory class, grades I and II, 1 hour per week, approved by Ministry Order no4887/2013. Starting with 2018-2019 school year, in the lower secondary education, “Intercultural education” will be a compulsory subject, being included in the core curriculum. Until 2018-2019, “Intercultural education” has the status of an optional subject. For the “Intercultural education” as a compulsory subject will be developed a new subject curriculum. The school curriculum can be accessed on the website of the Institute for Education Sciences, at http://programe.ise.ro/
c) integrated themes, particularly in the Humanities and Social Sciences curriculum disciplines (Civic Education, Civic Culture, Civic / entrepreneurial culture, Sociology, Philosophy, Social Studies, as subjects of a compulsory common core, respectively European Education, Civic Culture Education, Mass - media competence, Intercultural education, Education for democracy, EU Institutions, International humanitarian law, as optional subjects included in the national curriculum offer). The issues regarding human rights education in their integrated form represent the conceptual core of the curriculum development within Humanities and Social Studies subjects regarding moral and civic education for peace, justice and social equity. The school curriculum can be accessed on the website of the Institute for Education Sciences, at http://programe.ise.ro/
d) The new School Regulation
Further comments
National competitions for students represent a special category of activities regarding human rights education. As complex activities they involve both a curricular component and extracurricular dimensions. The most significant national school competitions are the following:
- Civic education Olympics organized for grades III and IV (primary level), yearly held at the school/ local/ county and national level. It is funded and coordinated by the Ministry of Education; Civic Culture Olympics organized for grades VII and VIII (lower secondary level), yearly held at the school/ local/ county and national level. It is funded and coordinated by the Ministry of Education;
- The National Competition Democracy and Tolerance (primary and secondary level), yearly held at school/ local/ county and national level, funded and coordinated by the Ministry of Education in cooperation with the Romanian Institute for Human Rights (IRDO).
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?
Yes
c) … lower secondary school (including vocational)?
Yes
d) … upper secondary school (including vocational)?
No
If no, please explain why not:
The curriculum for pre-primary education was adopted in 2008 and it was not yet subject to revision. The curriculum for upper secondary education including VET will be revised in the near future.
If yes, then what are/were the key challenges? How will they be / how were they overcome?
For primary level, the key challenge was the introduction of a preparatory class for 6 years children, as part of compulsory education. It meant children started the primary school one year earlier (as the usual starting age until 2012 was 7 years). This preparatory class has a strong specificity, ensuring the transition from kindergarten to school and focusing on the personal, social and emotional development of children, on their adaptation to the school environment. For the secondary level, the key challenges were: the definition of a new profile of learner, according to the 8 key competences defined at EU level and the need for relevant curriculum according to the evolution of the social environment. Currently at the secondary level, the curriculum framework is being approved; the development of new subject curricula will start in the next months.
To what extent was the revision and updating process inclusive and participatory?
The curriculum was subject to public debates. Media were actively involved, as well as teachers associations, student councils, parents etc.
Further comments
Article 7. Higher education
Q14 To what extent is citizenship and human rights education provision promoted in higher education institutions in your country?
Scarcely
If not at all or scarcely, please explain why:
Higher education is mainly focused on professional training of students. Via the transversal competences which are components of the university syllabi, some EDC/HRE provisions are included. For prospective teachers that might teach EDC/HRE there were some improvements in the curriculum - EDC/HRE is included in the curriculum for future teachers in some faculties - Law, Education, Psychology, Philosophy, History, Economy. Intercultural education is also an optional subject included in the initial teacher training curriculum.
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:
The Law of the national education, adopted in 2011, regulates the composition and functioning of the school governing board; regulates also the students’ involvement in school life and parents’ involvement as well. The new frame-regulation for organization and functioning of educational institutions at pre-university level specifies the rights and responsibilities of learners, the mechanism meant to support their participation in school life 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?
Yes
c) … other education staff?
To some extent
d) … youth leaders (in and out of school)?
To some extent
e) … teacher trainers / trainers of trainers?
Yes
f) … parents?
To some extent
If yes, please specify:
If no, please explain why not:
If to some extent, please specify:
In primary education, teachers are qualified to teach most subjects, including civic education. At secondary level, teachers who teach subjects related to civics, citizenship education are qualified to teach one/two subjects (for example, Social studies, History).
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
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:
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:
We use the international guidelines in this area.
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 little extent
If not at all or to a little extent, please explain why:
There are different research studies, approaching topics related to EDC/HRE, but not a coherent plan for research on EDC/HRE. Examples of studies: Evaluation research on the national programme for nonformal learning – 2013, Research on the introduction of the preparatory class – 2012, An analysis of the subject curricula and of the textbooks – 2012 (the analysis included subject curricula and a number of textbooks related to the education for democratic citizenship), Learning and students’ culture - 2014 (the research explored the components of the students’ culture at the intersection of different learning environments - formal, nonformal and informal), Research on school violence - 2015-2016
What needs to be done to obtain stronger support for such research?
Further comments
Article 13. Skills for promoting social cohesion, valuing diversity and handling differences and conflict
Q20 In your country, to what extent are educational approaches and teaching methods promoted that enable pupils/students to acquire competences to…
a) … promote social cohesion?
To a large extent
b) … value diversity and equality (particularly between different faiths and ethnic groups)?
To a large extent
c) … settle disagreements and conflicts in a non-violent manner?
To a large extent
d) … combat all forms of discrimination and violence (especially bullying)?
To a large extent
If not at all or to a little extent, please explain why:
What needs to be done to encourage more active promotion of such educational approaches and teaching methods?
Further comments
Various methods of teaching and learning materials (including textbooks, teachers` guides, students` workbooks, students` magazines, educational software, different multimedia materials) have frequently been used. Didactic strategies include participatory methods, student centred activities and educational projects.
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:
Not enough resources for evaluation and research (not only financial, but also properly qualified human resources/ researchers).
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:
i) Project ”Supporting teachers in preparing students for active citizenship”, 2012/2013, with Hungary, Croatia, Montenegro, under the Pilot-Project Scheme of the EU and CoE.
ii) Other projects under the EEA and Norway grants (ex., New Horizons Foundation- project on active citizenship)
iii) Erasmus+ projects developed by schools, including eTwinning projects.
iv) Developing dialogue structures in education, project financed by EEA grants, run by the Democratic Trade Union Confederation of Romania, in partnership with Norwegian Confederation of Trade Unions (LO); Norwegian Union of School Employees (Skolenes Landsforbund).
What is required to encourage such cooperation activities?
Awareness raising and funding schemes. Better coordination of the funding schemes, in order to cover different needs, to avoid overlapping and to ensure systemic impact.
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
Yes
Please specify 'Other international/ European organisations'
British Council
What are your expectations from such cooperation?
Share of knowledge and skills, promote and raise awareness, ensure wider impact and coordination of actions, increase the quality of EDC/HRE, increase of skills of professionals involved.
To what extent are these expectations met?
To a moderate, and sometimes, to a large extent.
How could such cooperation be made more useful?
Further comments
Q24 In what ways is / can the Charter review process be of support to the countries? [Please rank from 1 (not useful)- 5 (very useful)]
a) An encouragement / motivation for stronger action and higher quality
5
b) An opportunity to promote good practice
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
5
c) Provision of a shared framework of reference / common standards
5
d) Impetus for dialogue and cooperation within the country
5
e) Authoritative encouragement to ensure respect of commitments
5
f) Technical advice / technical assistance
5
g) Access to the network of key actors in the member states through the Committee of Ministers, Parliamentary Assembly, the Congress of local and regional authorities and the INGO Conference and the HR Commissioner as well as various monitoring bodies (such as ECRI) as a means of raising visibility of EDC/HRE
5
h) Other
Please specify other
Q26 What are the key challenges to the promotion and development of citizenship and human rights education in your country? (Please indicate the level of impact of each challenge)
a) Lack of priority among decision makers (other areas given more priority)
Medium impact
b) Lack of awareness/interest/support among education professionals
Medium impact
c) Impact of the economic crisis/recession
High Impact
d) Reduction/cuts in funding
High Impact
e) Decentralised education system
Low impact
f) Changing political context (e.g. change of government)
High Impact
g) Reduction of support networks (NGOs, parent and youth groups etc.)
Medium 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.)
Medium 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
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
Medium
g) Criteria for evaluation
Medium
h) Research
High
i) Social cohesion, valuing diversity and handling differences and conflict
High
j) Evaluation and review
High
k) International and European co-operation
Medium
l) Other
Please specify other
Q28 How can this questionnaire be improved in order to ensure that the data collection is meaningful and useful in terms of encouraging further progress in citizenship and human rights education?
Q29 To what extent the process of preparation of the reply to this questionnaire was constructive and participatory? [Please rank from 1 (poor)- 5 (excellent)]
4
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
Chamber of Deputies - Comission for Education, Science and Culture
Q30 Would you agree that citizenship and human rights education is a means to address…
a) … violent extremism and radicalisation leading to terrorism?
To little extent
b) … integration of migrants and refugees?
To little 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
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?
Knowledge of the History of our country, of democratic traditions in our country and in other countries, knowledge of cultural and spiritual values, of national symbols (State anthem, coat of arms etc.), of the Constitution and the main political doctrines and political parties in our country.
Q33 Do you have any further comments to make not provided elsewhere? If so, please use the space below.
The role of the class hour (one hour per week allocated for class organization and for some educational topics) and knowledge of the voluntary activities. Involvement in voluntary activities carried out by NGOs active in social and civic area.
Q34 Further comments on citizenship and human rights education in the country:
Other contributors contacted by the respondent, including representatives of:
1. Ministries:
Mr. Eugen Stoica, Director, Ministry of National Education and Scientific Research
2. Research institutions:
Dr. Ciprian Fartusnic, Director, Institute for Education Sciences
3. Education professionals:
Dr. Laura Capita, University of Bucharest, Department for Teacher Training Dr. Marian Ilie, University of West, Timisoara, Department for Teacher Training Dr. Marius Lupșa Matichescu, University of West, Timișoara, Department for Sociology
4. Civil society organisations:
a. Teachers organisations:
b Youth organisations
c Children organisations
d Parents organisations
5. National human rights institutions
6. Parliaments
The questionnaire includes the information provided by the Comission for Education, Science and Culture – Chamber of Deputies.
7. Local and regional authorities
8. International institutions
9. Medias
10. Others
