2016 Report on the State of Citizenship and Human Rights Education in Europe

Questionnaire filled in by the Ministry of Education, Science, Research and Sport, International Cooperation and European Division Affairs

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 little extent

f) … making financial support for EDC/HRE available
To a little extent

g) … supporting co-operation with NGOs, including youth organisations, in the field of EDC/HRE?
To a fair extent

Further comments
Ministry of Education, Research, Science and Sport has a grant scheme called Youth Programmes 2014-2020. Some of the priorities are to:
- Develop the quality of youth work by promoting national and supra-regional civic associations of children and youth (hereinafter referred to as "youth organizations"), which operate on a membership principle and systematically and regularly working with youth.
- Fulfil the priorities of the current national youth strategy through project activities (EDC/HRE is included in the Strategy for the protection and promotion of human rights in the Slovak Republic)
- Develop representative democracy and representation of youth at the regional level and the national level - - Provide for the creation and development of youth policy and youth work at local and regional level


Q3 What is needed for citizenship and human rights education to receive a greater priority in your country?

a) Improved awareness of relevance of EDC/HRE for meeting the current challenges in our societies
To a large extent

b) Availability of data on effectiveness of EDC/HRE with respect to meeting the current challenges in our societies, including examples of good practice
To a fair extent

c) Advocacy by civil society organisations
To a large extent

d) Advocacy by prominent personalities
To a fair extent

e) Increased visibility of EDC/HRE in the media coverage
To a fair 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 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?
Not at all

b)…EDC/HRE policies and their implementation in practice?
Not at all

c)…EDC/HRE policies and other policy sectors?
Not at all

Please describe the existing inconsistences:

Further comments


Q5 In your country, have strategic approaches / measures been taken to counter these inconsistencies, since 2012?

Not applicable

If yes, please specify:

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:
National Strategy for the protection and promotion of human rights in the Slovak Republic, adopted by the Government, 18/02/2015; the concept of the fight against extremism for the period 2015 - 2019. The innovation of the State Educational Programme; organization of the training of school leaders, pedagogical and non-pedagogical staff; organization of the competition for pupils - Olympiad of Human Rights, cooperation with EWC; publication of learning resources (Petocz, K. Horn, D.: The right to education and its key aspects, SPU, 2015); creation of the evaluating tools and the publication of studies that were focused on the evaluation of the effectiveness of EDC/HRE in schools.

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:
Implementation of education in accredited educational programs for pedagogical and professional staff in these issues, educational programs are published on the website: http://www.mpc-edu.sk/vzdelavacia-cinnost/ponuka-akreditovanych-vzdelavacich-programov

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?

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


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
Extensively used

b) Strategic Support for Decision-makers: Policy Tool for EDC/HRE
Moderately 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
Moderately used

g) A Compendium of Good Practice in HRE
Moderately used

h) Compass, manual for human rights education with young people
Extensively used

i) Compasito, manual for human rights education with children
Moderately used

j) Human Rights and Democracy Start with Us – Charter for All
Scarcely used

k) Curriculum development and review for democratic citizenship and human rights education
Moderately used

l) Multimedia Material (ex. video “Beat Bullying”, series of cartoons “Democracy and Human Rights at School”, video “Corporal punishment at school : how two parents decided to change things”)

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 Bookmarks

If these resources were useful, please specify:
In the field of non-formal education educational materials which are translated and available in Slovak language are used most extensively. There have been several trainings dealing with Compass and Compasito. Currently, the newest publication (Bookmarks) which is linked with No Hate Speech Campaign is about to be translated. It uses the wide range of target groups within their substantive scope.

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 training program civil education: publication is published on http://www.statpedu.sk/sites/default/files/nove_dokumenty/ucebnice-metodiky-publikacie/publikacie/Publikacia_Pravo_na_vzdelanie.pdf

 


SECTION 2: OBJECTIVES AND PRINCIPLES


Article 5. Objectives and Principles

Q11 In your country, to what extent do education laws, policies, and strategic objectives explicitly refer to citizenship and human rights education

a) … in formal education at pre-primary, primary and secondary level?
Moderately
b) … in vocational education and training?
Moderately
c) … in higher education?
Scarcely
d) … in the training of education personnel?
Moderately
e) … in youth policy and non-formal education?
Extensively

In case if education laws, policies, and strategic objectives do refer explicitly to EDC/HRE, please specify:
National Strategy for Human Rights Protection and Promotion in Slovakia was adopted by Slovak government on 18/02/2015

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:



c) cross-curricula approach
d) whole school approach

Please provide further details including web links where appropriate:
within the state educational program

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?
At present the focus is on the development of civic competences as a key tool for developing democracy. Currently schools are reviewing their school education programs.

To what extent was the revision and updating process inclusive and participatory?
All professional associations and institutions participated in the revision.

Further comments


Article 7. Higher education

Q14 To what extent is citizenship and human rights education provision promoted in higher education institutions in your country?

Moderately

If not at all or scarcely, please explain why:

If extensively, please explain why and provide examples:

Further comments
Promotion of EDC/HRE from the side of government is currently growing.

 


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:
Law on state administration in education and self-government (Law 596/2003) covers decision making procedures and student participation within the student councils and Law 245/2008.

If no, please explain why not:

Further comments

 


Article 9. Training

Q16 In your country, is there a provision for citizenship and human rights education in initial teacher education, continuing professional development and other types of training for…

a) … teachers?
Yes

b) … school leaders?
Yes

c) … other education staff?
Yes

d) … youth leaders (in and out of school)?
Yes

e) … teacher trainers / trainers of trainers?
Yes

f) … parents?
No

If yes, please specify:
At a national level, there was a training focused on Compass and Compasito. Within the No Hate Speech, Regional Youth Council of Zilina prepared trainings where Bookmarks was used in order to prepare multipliers and activists. Through the continuing education the publication of development of the pedagogical and other education staff is ensured.

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 fair extent

d) Parents' groups
Not at all

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
Topics related to EDC and HRE are one of the priorities of youth policy in Slovakia. This results in the fact that these topics (participation, inclusion, and so on) are set as one of the objectives within the ministerial grant scheme.

 


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:
State Schools Inspectorate, as the external evaluator has established criteria for evaluating the problems of applying human rights in the educational procedure. Output: report published at the State Schools Inspectorate www.ssiba.sk

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 has been no comprehensive research dealing with EDC/HRE. However, in 2011-2013 there have been 15 researches supported, out of which a half were dedicated wholly or at least partially to topics related to EDC/HRE.

What needs to be done to obtain stronger support for such research?
To invest funds to support pedagogical and departmental research

Further comments
Implementation of Expert analysis of ethics education within the national project activating methods in education (2015)

 


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?

Further comments
The transition to supporting pupils' competence not only horizontally but also vertically

 


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:
www.minedu.sk/regionalne-skolstvo
http://www.statpedu.sk/clanky/ucebnice-metodiky-publikacie-odborne-informacie/publikacie

What were the key conclusions?
The need to provide for a comprehensive reform of the curriculum policy of the state to ensure the right of every child to a quality education and the development of civil and European awareness.

Who takes part in the evaluation process?

Example of good practice:

Further comments:
The output is an innovative state educational program.

 


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:
Human Rights Olympics. Cooperation with EU countries, for example Norway - European Wergeland Centre, UK - migrants and marginalized Roma communities and extremism, etc. Other projects on solutions to human rights issues in educational procedures are under preparation.

What is required to encourage such cooperation activities?

Further comments

 


Article 16. International and European co-operation

Q23 In your country, is there co-operation and collaboration on citizenship and human rights education with the following organisations / institutions?

a) Council of Europe (CoE)
Yes

b) United Nations system (UN) (including UNESCO and UN OHCHR)
Yes

c) Organisation for Security and Co-operation in Europe (OSCE)
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?
We expect that such cooperation will help to share good practices, knowledge, know-how, and expertise; create common approaches to the most important topics; provide an umbrella for dialogue and joint action.

To what extent are these expectations met?
In the case of the CoE and EU the expectations are met. In the case of UN and OSCE we are in the process of finding a best way how to cooperate.

How could such cooperation be made more useful?
We would appreciate more seminars and conferences or workshops for youth leaders and experts in order to develop expertise and get know-how from different countries.

Further comments
One of the biggest topics is cross-sectoral cooperation in the youth field which needs to be supported by all international bodies.


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
5

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
4

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)
High Impact

b) Lack of awareness/interest/support among education professionals
Medium impact

c) Impact of the economic crisis/recession
Low impact

d) Reduction/cuts in funding
Medium impact

e) Decentralised education system
Medium 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
Medium impact

i) Lack of media interest and support
Medium impact

j) Lack of support from European organisations (Council of Europe, EU etc.)
Low impact

k)Other

Please specify other

Further comments (half a page maximum):

 


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
Medium

d) Democratic governance of educational institutions

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
High

i) Social cohesion, valuing diversity and handling differences and conflict
High

j) Evaluation and review
High

k) International and European co-operation

l) Other

Please specify other


Q28 How can this questionnaire be improved in order to ensure that the data collection is meaningful and useful in terms of encouraging further progress in citizenship and human rights education?

There is no suggestion for improvement


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?
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?

On some measures related to announcement of antisocial activity N.207/2014 Z.z. (Col.L.), amendment of law on equal treatment N.32/2013 Z.z. (Col.L.)


Q32 What are the thematic areas of education of particular concern to your Committee in this respect?

This subject is competence of the Committee of Human Rights and Nationalities of the National Council of the Slovak Republic.


Q33 Do you have any further comments to make not provided elsewhere? If so, please use the space below.

No


Q34 Further comments on citizenship and human rights education in the country:

No

 


Other contributors contacted by the respondent, including representatives of:


1. Ministries:
Ministry of Education, Science, Research and Sport

2. Research institutions:
National Institute for Lifelong Learning

3. Education professionals:

4. Civil society organisations:

a. Teachers organisations:

b Youth organisations
Slovak Youth Institute - IUVENTA

c Children organisations

d Parents organisations

5. National human rights institutions
Government Council for Human Rights, National Minorities and Gender Equality, Government Office of The Slovak Republic

6. Parliaments
Education, Youth, Science, and Sports Committee, National Council of the Slovak Republic

7. Local and regional authorities

8. International institutions

9. Medias

10. Others