Slovenia
2016 Report on the State of Citizenship and Human Rights Education in Europe
Questionnaire filled in by the Ministry of Education, Science and Sport (MoESS)
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 large 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 fair extent
f) … making financial support for EDC/HRE available
To a large extent
g) … supporting co-operation with NGOs, including youth organisations, in the field of EDC/HRE?
To a large 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 fair extent
b) Availability of data on effectiveness of EDC/HRE with respect to meeting the current challenges in our societies, including examples of good practice
To a fair extent
c) Advocacy by civil society organisations
To a fair extent
d) Advocacy by prominent personalities
To a fair extent
e) Increased visibility of EDC/HRE in the media coverage
To a fair extent
f) Political will
To a fair extent
g) Political pressure from regional and international institutions
To a little extent
h) More resources allotted to EDC/HRE
To a fair extent
i) Other
Please specify “other”
Further comments
Q4 In your country, are there any inconsistencies between...
a)…statements of principle (on the value of EDC/HRE in education for all people) and existing education policies?
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
The Ministry endeavours to ensure the best implementation of EDC/HRE policies by providing the necessary legal, curricular and structural frameworks as well as by encouraging activities and good practices in this area.
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:
Since 2012, the Slovenian Ministry of Education, Science and Sports has supported a number of activities that aim to implement the principles and objectives of the EDC & HRE Charter in the education system.
School curricula: the name of the subject (7 and 8 grade) has been changed from ‘Homeland and Citizenship Education and Ethics’ to ‘Homeland and Citizenship Culture and Ethics’ with a subsequent revision of textbooks (goals and content remaining the same).
Strategic documents:
- Guidelines for the integration of immigrant children in kindergartens and schools, amended in 2012 (http://eportal.mss.edus.si/msswww/programi2015/programi/media/pdf/smernice/cistopis_Smernice_vkljucevanje_otrok_priseljencev.pdf)
- Strategy of the Internationalization of Higher Education, 2016
- Instruction manual for dealing with bullying in educational institutions, 2016 (http://www.zrss.si/digitalnaknjiznica/navodila-medvrstnisko-nasilje-viz-2016/)
Also, considerable emphasis has been put on teacher training and developing teaching materials. For example, the National Institute of Education has published a handbook for teachers of elementary education (EDC and other civic-related subjects) that aims to implement concepts associated with EDC & HRE in educational practice.
Many in-service teacher training projects have been implemented in this field (with the support of the EU funding), mainly by the Ministry of Education, Science and Sport, the National Education Institute and the National School for Leadership in Education, such as ‘Liven up the School Initiative’, ‘The Development of Inter-culturality as a New Form of Coexistence’ (see attached), ’Active Citizenship and Homeland Education’ and ‘Raising social and cultural capital in local communities to enhance equity and social inclusion’.
Extra-curricular activities: several projects include special support for the participation of teachers and learners, for example ‘Together towards knowledge’ or ‘Implementation of the Strategy for the Education of Roma Children in the Republic of Slovenia’.
Evaluation and assessment: the ‘Active Citizenship and Homeland Education’ initiative enabled the evaluation of projects in this field and gave the frame for the preparation of a study on citizenship and homeland competences acquired by pupils and students in the related subjects.
In May 2016, a public tender was published with the aim of strengthening social and civic competences of professional staff in education. The project entitled “The empowerment of social and citizenship competencies of the professional staff in education” is co-financed by the European Social Fund and the national budget in the total amount of four million euros for the period till the end of December 2021. Of these, one million is dedicated to the professional training of teachers in seven themes, which include the promotion of intercultural dialogue and acceptance of diversity and respect for human rights and freedoms, solidarity and volunteering.
If no, please explain why not:
Further comments SLOGA has been a coordinator of the Global Education Week (GEW) of the Council of Europe for the past 9 years and is coordinating NGOs and other stakeholders within a special Working Group. They participated at several Global Education related events on Global Education at a European level, carried out many awareness raising campaigns (e.g. "You too are a global neighbour") and promoted the Global Education related issues at different events around the country. SLOGA coordinates the MFA supported project “With Global Education towards Global Goals!”.
More information is available at www.tuditi.si
Q7 Are there any measures/activities planned to promote citizenship and human rights education in your country, in accordance with the aims and objectives of the Charter?
Yes
If yes, please specify:
The Ministry of Education, Science and Sport prepared a Law Amending the Law on the Organization and Financing of Education, adopted in the Parliament in June 2016, with the Article 2 defining the duty of educational institutions to ensure a safe and encouraging school environment.
Every year, a catalogue of continuing education and training for teachers/educational staff offers a variety of teacher training programmes with contents relating to social and civic competencies, prevention of violence in educational institutions and enhancement of active citizenship and human rights.
The Ministry of Education, Science and Sport plans to implement a project which will focus mainly on promoting key competences, but with this, transversaly, demanding schools to improve school atmosphere and provide a safe and supportive learning environment.
Projects are also planned which will help raise the quality of education for the Italian and Hungarian national communities in Slovenia and for the Slovenian national community in Hungary and Italy.
The project “Soft skills through sports education” (2016-2017) is a new initiative aiming at enhancing and using the potential of sport and physical activities for the transmission of democratic values, improving communication and building a platform of inclusion. The main activities will be devoted to the preparation of the related contents to be included in the subject of physical education and the organisation of a national conference (see attached).
Capacity building of educators of formal and non-formal citizenship education programmes is organized in collaboration with academic institutions and youth organizations.
Measures on the level of higher education:
Slovenian Higher Education Law (quality assurance and finance chapter) is currently undergoing changes, which will incorporate the promotion of internationalisation of higher education. The Strategy of Internationalization of the Slovenian Higher Education (HE) 2016-2020, including action plan with detailed measures, contains chapters on: mobility; quality of research and development scientific cooperation; promotion of the development of inter-cultural competencies; target orientation to priority regions and countries; and promotion, support and follow up of the Strategy. The goals relating to the development of multicultural, social and citizenship competences of HE students are the inclusion of intercultural competences and internationalization of learning outcomes in study programs. The support will be given in the form of different workshops/trainings for HE teachers including foreigners.
The Public Call for the improvement of the internationalization process in the Slovenian Higher Education includes several actions contributing to the EDC/HRE on this level of education, mainly related to the reception of foreign students, teachers and other professional staff, Slovenian language and culture, integration of immigrant students. The second goal of the call is to qualify Slovenian higher education teachers for teaching to an international and intercultural “mixture” of students (Slovenian and foreign) as well as to enhance the inclusion of international and intercultural contents in the formal and informal higher education curricula.
The project proposal entitled “Students innovative projects for social benefit” aims at involving students’ work for the benefit of the local/regional environment. Interdisciplinary groups of students led by academic mentors (from higher education institutions) and work mentors (from the local/regional environment) will be involved in projects focused on solving challenges/problems of the social (local/regional) environment. Work mentors will be from the non-business, non-profit and/or business sector.
A special working group is planned to be appointed by the Ministry of Education, Science and Sport to coordinate and follow the Citizenship and Human Rights Education issues.
SLOGA will coordinate the next Global Education Week in November and it continues to carry out activities as indicated above (Q6). In August, a thematic SLOGOPIS on Global Education will be published, and every month there are newsletters on Global Education for teachers. A motivation day for teachers is scheduled for the beginning of October and a national conference for teachers for the end of October.
From ZASSS (parents organisation) perspective, they mostly encourage those actions that result in a permanent high-quality education, which can be built into the system and thus be available to all pupils and 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
As for the Hungarian National Community in Slovenia, the Charter is available in the Hungarian language, but it was translated by the Hungarian Authorities.
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
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
Moderately used
e) School-Community-University Partnerships for Sustainable Democracy: EDC in Europe and the US
Scarcely used
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
Extensively 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”)
Moderately used
m) “Freedom(s) - Learning activities for secondary schools on the case law of the European Court of Human Rights
Moderately used
Other (please specify: ______)
If these resources were useful, please specify:
If these resources were not useful, please specify:
Further comments The National Education Institute of the Republic of Slovenia provided the latest list of recommended teaching materials and textbooks for primary school for the school year 2016/2017 on its webpages: http://www.zrss.si/zrss/wp-content/uploads/priporocila-za-izbiro-ucnih-gradiv-za-solsko-leto-2016-2017.pdf
SLOGA notes that the materials in English are good for teachers and other practitioners to use for their preparation of work with students in classes and other activities, but that more materials in national languages (also Slovenian) are needed, especially among those to be used in classes (such videos, cartoons etc.).
Replies to this question by the contributors were different and represent a very useful indicator for further promotion of the Council of Europe tools and resources in this area.
QUESTIONS ON SPECIFIC ARTICLES OF THE CHARTER
SECTION 1: GENERAL PROVISIONS
Article 3. Relationship between education for democratic citizenship and human rights education
Q10 Is there a shared working definition of citizenship and human rights education in your country?
No
In case if there is no shared working definition of citizenship and human rights education, please explain why not:
The Law on Organisation and Financing of Education in Slovenia highlights EDC/HRE as one of the aims of education along with other relevant themes: it states that one of the aims of education is educating for sustainable development and active integration into a democratic society which includes deeper understanding and a responsible attitude towards oneself, one’s own health, other people, towards one’s own and other cultures, natural and social environment, and future generations.
The definition sometimes overlaps with the areas such as education for sustainable development, global education, education for peace, active citizenship, multi-cultural education, etc.
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.
Education for democratic citizenship and human rights; in Slovenian: Izobraževanje za demokratično državljanstvo in človekove pravice
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?
Moderately
d) … in the training of education personnel?
Moderately
e) … in youth policy and non-formal education?
Moderately
In case if education laws, policies, and strategic objectives do refer explicitly to EDC/HRE, please specify:
The Law on Organisation and Financing of Education in Slovenia highlights EDC/HRE as one of the aims of education along with other relevant themes.
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) The subjects of Society, Homeland and Citizenship Culture and Ethics
b) The subject of Religions and Ethics
c) Guidelines for cross-curricular teaching and didactic recommendations for teachers
d) School behaviour plans; The guidelines for the integration of immigrant children in kindergartens and schools; The new two-stage Action plan for the integration of immigrant children in the Slovenian education system (2016).
Further comments
Q13 If citizenship and human rights education is included in the curricula in your country, has it been subject to revision and updating since 2012 at...
a) … pre-primary education?
No
b) … primary school?
Yes
c) … lower secondary school (including vocational)?
Yes
d) … upper secondary school (including vocational)?
No
If no, please explain why not:
If yes, then what are/were the key challenges? How will they be / how were they overcome?
The name of the subject (7th and 8th grade) has been changed from ‘Homeland and Citizenship Education and Ethics’ to ‘Homeland and Citizenship Culture and Ethics’ with a subsequent revision of textbooks (goals and content remaining the same).
To what extent was the revision and updating process inclusive and participatory?
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
Please see the answer to Q7 in Section II - General Questions. The three mentioned measures involve the promotion of EDC/HRE, but their primary goal is not EDC/HRE.
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:
a) Decision making procedures:
Administrative bodies in public kindergartens and basic schools include school boards and head teachers. Kindergarten or school boards include representatives of the founders, the staff and parents; in upper secondary schools they also include student representatives. The founder - the municipality or the government - participates in the management of kindergartens and schools through its representatives on the board and directly through administrative procedures. A public kindergarten or school board has the responsibility to appoint or dismiss the head teacher; to adopt the kindergarten or school programme, the annual work plan and reports on its realisation.
Public kindergarten and school bodies include parent councils who give their consent to the extracurricular programme and appoint their representatives to boards; otherwise they play only an advisory role.
The head teacher has a double role: that of the pedagogical leader and that of the manager. S/he selects and employs the staff, supervises and promotes teachers and allocates funds for material costs.
The pedagogical staff makes autonomous decisions on professional and disciplinary issues, programme upgrades, recommendations to head teacher appointments.
Post-secondary schools are more autonomous. Their management bodies include representatives of the founder, the staff and students. Technical post-secondary schools have evaluation and quality assurance committees which cooperate with other evaluation bodies in tertiary education.
Universities and independent tertiary institutions are autonomous and independently manage their internal organisation and bodies.
b) School culture/rules:
Schools have been autonomous in the determination of the organisation of pupils since the 2007 Amendments to the Basic School Act. The majority of schools, however, have retained the class- and school-level communities as stipulated by law before 2007.
If no, please explain why not:
Further comments
Article 9. Training
Q16 In your country, is there a provision for citizenship and human rights education in initial teacher education, continuing professional development and other types of training for…
a) … teachers?
Yes
b) … school leaders?
Yes
c) … other education staff?
Yes
d) … youth leaders (in and out of school)?
Yes
e) … teacher trainers / trainers of trainers?
Yes
f) … parents?
Yes
If yes, please specify:
Provisions for EDC/HRE at higher education institutions are sometimes incorporated in study programs and in some cases, they are a full study program such as the “European master’s program in human rights and democratization” at the University of Ljubljana.
There are teachers’ circles for civic and homeland education and ethics organized twice or three times a year.
Training is also provided by NGOs.
Head teachers taking part in the training for headship licences have an educational module which includes human rights education.
The National School of Leadership in Education has included human rights and citizenship education into its educational programmes for teachers, childcare workers, counsellors and head teachers.
The Office of the Republic of Slovenia for Youth supports the functioning of youth organisations and NGOs active in the youth sector, providing also trainings for youth leaders and youth workers.
One form of education for parents in schools is the so-called School for Parents, which is carried out as workshops on the local level. Consulting is provided by NGOs also by e-mail, phone or ordinary mail. Many themes are offered, including homeland education, intercultural dialogue, mediation, dealing with conflicts and values. It is available for all parents in the local community; it is free of charge and covers many aspects of cooperation of parents, children and schools.
If no, please explain why not:
If to some extent, please specify:
Further comments
Provide examples of good practice: Some examples of good practice:
A Living Library (http://www.ziva-knjiznica.si/) is a project coordinated by the Legebitra society, the Youth cultural centre Maribor and the Youth Center Podlaga from Sežana. The project is a means to help raise awareness and educate about human values and human rights and encourage the debate on prejudice and stereotypes in society. “Books-people” are representatives of minorities or socially disadvantaged groups who face and fight prejudice and stereotypes. The reader can be anyone who is ready to face his or her own stereotypes and prejudice and prepared to get this experience (a reading does not take longer than 45 minutes). The project aims at exposing stereotypes and prejudice typical for the Slovenian society, enabling a personal contact with diversity in a safe environment, making people aware of the situation of socially marginalised groups, encouraging dialogue based on the respect for human rights.
Amnesty International Slovenia prepared a special poster with the information on the SOS Europe campaign, whose other side can function as a “ludo” educational board game, where players try to overcome the difficulties faced by refugees and migrants on their way to Europe.
The Voluntariat institution’s mission is to promote the ideas of peace, social fairness, sustainable development, international co-operation and solidarity through volunteer work and volunteer projects. They believe international volunteering to be useful for personal development, for the promotion of social justice, intercultural learning and education for peace and tolerance. GLEN, a network of global learning, aims at a better understanding of global inter-dependency, sustainable development and a responsible developmental policy. It does not focus only on the volunteer work in the states of global South, but also emphasises the transfer of knowledge and raising public awareness in Europe about global inter-dependency and problems of environment, fair trade, climate change, democracy, human rights, etc.
Article 10. Role of non-governmental organisations (NGOs), youth organisations and other stakeholders
Q17 To what extent, in your country, is there co-operation and support between the government and the following organisations and groups that foster citizenship and human rights education?
a) Non-governmental organisations (NGOs)
To a large extent
b) Youth organisations
To a large extent
c) Community groups
To a fair extent
d) Parents' groups
To a fair extent
e) Other (please specify: ______)
If not at all or to a little extent, please explain why:
If to a large extent, please explain the factors for success:
Provide examples of good practice:
Further comments
NGOs receive considerable funds from the government and are financed through public tenders. They have access to schools and offer them various programmes.
A public tender was issued by the Office for Youth in June 2016, whose aim is to encourage active citizenship of youth in order to improve their employability and employment; to boost the skills of young people for active citizenship and stimulate the social recognition of these competences; and to enable organisations in the youth sector to address and solve the problem of unemployment of the young, thus strengthening the competencies of youth workers, youth work and its socio-economic potential in a sustainable manner. The target group of the public tender is young people aged 15 to 29. The total amount of funds for the tender is 5 million euros.
Article 11. Criteria for evaluation
Q18 In your country, have criteria been developed to evaluate the effectiveness of citizenship and human rights education programmes?
Yes
Further information:
Please see http://www.medkulturnost.si/en/
Please provide examples of how these criteria have been developed, reviewed and used:
To what extent have they been useful?
Provide examples of good practice:
Article 12. Research
Q19 In your country, to what extent has research been initiated and promoted on citizenship and human rights education to take stock of the current situation?
To a moderate extent
If not at all or to a little extent, please explain why:
What needs to be done to obtain stronger support for such research?
Further comments
Please see http://www.medkulturnost.si/en/
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
Under a) and b) we wish to highlight the action relating to the integration of children, pupils and students in education:
The Ministry has prepared the content intended for all audiences, especially teachers, school leaders and parents, in order for them to have the necessary information and advice regarding the integration of immigrant children into the education system in Slovenia. It is underlined that education and the schools as a place providing education and diverse socialization activities play a key role in integrating immigrant children, pupils and students in their new environment. It is precisely in the educational processes that immigrant children and youngsters acquire the knowledge and skills helping them to smoothly integrate in their new social environment, succeed their education and have greater life opportunities.
Based on this belief, projects such as the above mentioned "Inter-culturalism as a new form of coexistence - enhancing competencies of professional staff in education for an effective integration of migrant children in education and training”, the Ministry prepared a new two-stage action plan which can offer various activities to immigrant children and their parents and recommends the integration of children, pupils and students (children and youngsters - with or seeking international protection - under the age of 15) in the education system in such a way that they participate in as many different socialization and language learning activities but follow their education in the mainstream classes together with their peers. The introduction stage is dedicated to the learning of the Slovenian language and the integration into the new environment. The continuation stage offers a further two-year support to pupils in the form of learning Slovenian as a second language, learning help, individual programmes for pupils, adaptations of methods and ways of work in teaching and adaptations of assessment during the school year, helping pupils to get involved in optional activities at school and in the local environment, additional learning of their mother tongues, etc.
Some materials can be accessed at the webpage: http://www.zrss.si/objava/vkljucevanje-otrok-beguncev
As for the fighting violence in schools, the following recent activities reflect Slovenia’s reaction to this concern: A working group at the National Education Institute prepared an instruction manual for dealing with bullying in educational institutions in 2015. It is intended for public educational institutions as a means for a better understanding of violence among peers and for an effective reaction on detecting bullying. The manual was published on their website in January 2016 (http://www.zrss.si/digitalnaknjiznica/navodila-medvrstnisko-nasilje-viz-2016/).
The instruction manual offers guidelines in accordance with the national legislation and bylaws on the level of the pre-primary, basic (primary and lower-primary) and upper-secondary education. It explains and adapts their use to each level and type of educational institution as well as other factors such as causes and motives for violence, the dynamics of violence, consequences, age of the involved and the level of vulnerability of the victim. The National Education Institute also collects contributions on the theme of violence prevention and fostering the culture of non-violence, i.e. the good community, for a double thematic issue of the Education journal. It is a magazine published by the National Education Institute six times a year, which presents topics in the field of education and is intended for principals, counsellors, teachers and other professionals in education.
Each year, the Office of the Republic of Slovenia for National Minorities issues a call for tenders, through which it finances projects aiming at preventing and combating discrimination against Roma. The last call was published in January 2016, to co-finance programs of organizations of the Roma community in Slovenia and promoting active participation of the organized Roma community in various fields, in particular through activities aimed at improving the situation of Roma in the local environment. These actions should include, inter alia:
- Awareness-raising of public employees and judicial authorities of the Roma community, its cultural and linguistic composition and importance for Slovenia,
- Awareness-raising and prevention of discrimination and elimination of prejudices and stereotypes about Roma within the community itself,
- Activation of young people and high-quality spending of their free time.
Organizations of the Roma community applying to this year's call for tenders envisaged also the implementation of the above activities. From the first reports received, it is evident that many of such activities have already been carried out by the applicants - the organizations of the Roma community (for instance, intercultural hours of Roma culture which were implemented at basic schools; exchange of good practice between educators in Dolenjska and Prekmurje regions).
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:
What were the key conclusions?
Who takes part in the evaluation process?
Example of good practice:
Further comments:
The Ministry is considering appropriate measures to support the follow-up and evaluation of the strategies and policies relating to the present Charter, through the competent public institutions and possibly using the available EU and international funding mechanisms.
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?
No
If not, please explain why not:
The Ministry’s Office for Youth reports that even if there are no specific EDC/HRE activities with other countries, there are some specifically regarding HRE. However, there is a cooperation agreement with Serbia on the youth exchange in the South Eastern European region, intensifying regional youth networks by establishing the Youth Union of the Western Balkan countries involved in the Berlin process, aiming at establishing a sustainable dialogue between young people and their institutions in order to promote peace, mutual understanding, stability and progress in the region.
Furthermore, Slovenia is active in different international organizations’ bodies. At the EU level, a representative from the National Youth Council of Slovenia participates in the work of the expert group on youth work for active citizenship, preventing marginalization and violent radicalization.
As for the EU projects in the area of education, there are no projects directly addressing EDC/HRE.
Nevertheless, the international component of these projects itself can be considered as contributing to the objectives of EDC/HRE and there are three projects at the upper-secondary education level (in Šentvid, Ptuj and Nova Gorica) which address the themes of cultural diversity, inter-culturality and acceptance of difference.
Example of good practice:
What is required to encourage such cooperation activities?
We believe that to further encourage such cooperation activities the international funding mechanisms/resources should contain specific priorities more clearly linked to EDC/HRE and the Charter objectives and also allocate more funding to this area.
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'
IEA, The European Wergeland Centre.
What are your expectations from such cooperation?
Support in measuring the effectiveness of EDC/HRE, peer learning and exchange of information and best practice regarding EDC/HRE.
To what extent are these expectations met?
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
4
b) An opportunity to promote good practice
5
c) A support tool for dialogue with other countries and within the country
4
d) Access to expertise from other countries and from international institutions
5
e) Other
Please specify other
Q25 What are your expectations from the Council of Europe? [Please indicate the current level of satisfaction from 1 (not useful) - 5 (very useful) for each expectation]
a) An encouragement / motivation for stronger action and higher quality
4
b) Opportunities for sharing and cooperation with other countries
5
c) Provision of a shared framework of reference / common standards
4
d) Impetus for dialogue and cooperation within the country
4
e) Authoritative encouragement to ensure respect of commitments
2
f) Technical advice / technical assistance
4
g) Access to the network of key actors in the member states through the Committee of Ministers, Parliamentary Assembly, the Congress of local and regional authorities and the INGO Conference and the HR Commissioner as well as various monitoring bodies (such as ECRI) as a means of raising visibility of EDC/HRE
5
h) Other
Please specify other
Q26 What are the key challenges to the promotion and development of citizenship and human rights education in your country? (Please indicate the level of impact of each challenge)
a) Lack of priority among decision makers (other areas given more priority)
Medium impact
b) Lack of awareness/interest/support among education professionals
Medium impact
c) Impact of the economic crisis/recession
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.)
Low 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 stakeholders should increase their cooperation and mutual support in order to increase the impact and scope of their work. Information should be shared, particularly on educational practices and themes.
Also here the views of the contributors slightly vary depending on the perspective. It is worth highlighting a comment by ZASSS (parents organisation) saying that in their view the best way to promote the contents of the Charter is through the quality of teaching of the related contents, as it reaches every child and family. More than public campaigns, they would encourage further work on improving teachers’ competencies.
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
Medium
e) Training (initial and on-going)
High
f) Role of non-governmental organisations (NGOs), youth organisations and other stakeholders
High
g) Criteria for evaluation
Medium
h) Research
Low
i) Social cohesion, valuing diversity and handling differences and conflict
High
j) Evaluation and review
Medium
k) International and European co-operation
High
l) Other
Please specify other
Q28 How can this questionnaire be improved in order to ensure that the data collection is meaningful and useful in terms of encouraging further progress in citizenship and human rights education?
Q29 To what extent the process of preparation of the reply to this questionnaire was constructive and participatory? [Please rank from 1 (poor)- 5 (excellent)]
Further comments:
FOCUS GROUP 2016: PARLIAMENTARIANS
NB: The questions below are to be addressed to the Education Commission in the National Parliament or other similar bodies
Please indicate which body has been contacted
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?
There was no new legislation adopted in the Parliament regarding citizenship and human rights education in the last five years.
Q32 What are the thematic areas of education of particular concern to your Committee in this respect?
Special consideration is given to the concern for the Slovenian language.
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:
The Office for Youth (MoESS), The Office of the Government of the Republic of Slovenia for National Minorities.
2. Research institutions:
The Educational Research Institute
3. Education professionals:
The National Education Institute of the Republic of Slovenia
4. Civil society organisations:
Platform of non-government organizations SLOGA
a. Teachers organisations:
b Youth organisations
National Youth Council of Slovenia
c Children organisations
d Parents organisations
National Parents’ Association ZASSS
5. National human rights institutions
6. Parliaments
National Assembly - Committee on Education, Science, Sport and Youth (Secretary)
7. Local and regional authorities
8. International institutions
9. Medias
10. Others
- Faculty of Social Sciences, University of Ljubljana, National Coordinator for EDCHR
- EU ERASMUS+ Programme National Agencies
