Spain
2016 Report on the State of Citizenship and Human Rights Education in Europe
Questionnaire filled in by the National Centre of Educational Innovation and research, Ministry of Education, Culture and Sport
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 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 fair extent
g) … supporting co-operation with NGOs, including youth organisations, in the field of EDC/HRE?
To a fair extent
Further comments
Respondents consider that it is necessary to improve the teaching process of EDC/HRE through a suitable teacher training, and giving a real cross-curricular approach and providing useful resources.
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 large extent
c) Advocacy by civil society organisations
To a fair extent
d) Advocacy by prominent personalities
To a fair extent
e) Increased visibility of EDC/HRE in the media coverage
To a large extent
f) Political will
To a little 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
Educational inspection service and other responsible agents have to guarantee an adequate presence of EDC/HRE in the Didactic Programmes.
Q4 In your country, are there any inconsistencies between...
a)…statements of principle (on the value of EDC/HRE in education for all people) and existing education policies?
To a little extent
b)…EDC/HRE policies and their implementation in practice?
To a fair extent
c)…EDC/HRE policies and other policy sectors?
To a little extent
Please describe the existing inconsistences:
It is considered appropriate to prioritise prevention in the policies and educational practices regarding EDC/HRE. Results from preventive measures are usually only evident in the long term, but they also happen to be more lasting and effective. Sometimes instant results may prove detrimental.
Further comments
There is a general consensus regarding the need for EDC/HRE, which is why there should be a continuous improvement of practical processes through innovation, teacher training, and an adequate didactic approach.
Q5 In your country, have strategic approaches / measures been taken to counter these inconsistencies, since 2012?
Yes
If yes, please specify:
A Strategic Plan for School Coexistence has been developed. It includes action lines and measures regarding teacher and stakeholder training, coordination and collaboration among the agents and organizations involved, and the implementation of successful educational practices identified in international research initiatives.
If no, please explain why not:
Further comments
Teachers and the educational community in general, are increasingly aware of the need for this, and they are improving their training and competence for an adequate implementation of the EDC/HRE.
Q6 Have concrete measures/activities been taken to promote citizenship and human rights education in your country since 2012, in accordance with the objectives and principles of the Charter? (NB: this includes work done in the framework of the UN World Programme for Human Rights Education and other relevant international programmes and initiatives)
Yes
If yes, please specify:
The recently drafted Strategic Plan for School Coexistence above mentioned. The collaboration and participation in international networks and projects, such as the CoE Network for EDC/HRE; the EC Working Group for the promotion of common values; projects in the PROGRESS programme of the DG for Justice of the EC for the prevention of racism, discrimination and school violence; teacher training; research and publications; specific campaigns organised by the educational authorities in cooperation with other organizations - mainly focusing on awareness and dissemination campaigns.
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:
The adoption of the above mentioned Plan for School Coexistence is expected; production of guides for the harassment and cyberbullying; continuity of the activities developed in networks and projects on a national and international level is also to be expected, and so is the maintenance of on-line and on-site training initiatives.
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
It has not been translated into all the national languages. It seems appropriate to widen its dissemination.
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
Scarcely used
g) A Compendium of Good Practice in HRE
Moderately used
h) Compass, manual for human rights education with young people
Moderately used
i) Compasito, manual for human rights education with children
Moderately used
j) Human Rights and Democracy Start with Us – Charter for All
Moderately used
k) Curriculum development and review for democratic citizenship and human rights education
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
Scarcely used
Other (please specify: ______)
If these resources were useful, please specify:
If these resources were not useful, please specify:
Further comments
The CoE and the Ministry of Education are conducting a significant campaign to promote these resources, particularly quite recently, through the new School Coexistence website developed by the Ministry; however, it is not easy for these resources to reach every school, and sometimes it is also difficult for teachers to choose and give and adequate use to the wide array of resources on offer.
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.
Competencias Sociales y Cívicas. The ability and capacity to use the knowledge and attitudes about society, understood from different perspectives, in a dynamic, changing and complex way, to interpret social phenomena and problems in increasingly diverse contexts, in order to generate answers, take decisions and solve conflicts, as well as to interact with other people and groups according to social norms based on mutual respect and democratic convictions. Orden ECD/65/2015, of the 21st January, which describes the relationship between competences, contents and assessment criteria for primary education, compulsory secondary education and Bachillerato (non-compulsory secondary education). https://www.boe.es/diario_boe/txt.php?id=BOE-A-2015-738
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?
Extensively
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:
EDC/HRE is explicitly referred to in the Education Act LOMCE (Act for the Improvement of Quality in Education, Ley Orgánica de Mejora de la Calidad Educativa), as well as in the Decrees which develop the Curricula of the different educational stages. It is also referenced in the Order for key competences, and in the Strategic Plan for School Coexistence, among others.
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:
b) specific subject matter – optional
c) cross-curricula approach
d) whole school approach
Please provide further details including web links where appropriate:
b) Religion and Social and Civic Values can be chosen as two different subject matters.
c) Cross-curricula approach is explained in the Preamble of the LOMCE, Title XIV.
d) Schools include it in their official documents, didactic programing and specific projects.
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)?
Yes
If no, please explain why not:
Pre-school education is non-compulsory, and the decision to include EDC/HRE in the curriculum has been taken by the Autonomous Communities (regional level).
If yes, then what are/were the key challenges? How will they be / how were they overcome?
The promotion of the acquisition of skills to prevent and peacefully solve conflicts in all areas of life. The prevention of gender violence, terrorist violence and any form of violence, racism or xenophobia. The avoidance of sexist and stereotypical behaviours and contents which may involve any form of discrimination.
To what extent was the revision and updating process inclusive and participatory?
A group of experts was created, and the relevant organizations in the field were consulted.
Further comments
Some Autonomous Communities are developing EDC/HRE in a more specific way.
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
In general, Universities have specific departments (e.g. gender equality, international students, etc.), but the implementation of EDC is not widespread. However, contents regarding EDC/HRE are being increasingly included within subjects or as optional /extra subjects.
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 degree of participation differs, depending on whether or not the school has implemented integrated projects to promote it. In general, participation is managed through bodies such as the School Council, the Delegates Council, or Parents’ Associations. In some schools, an increased participation of all members of the educational community is encouraged, with a particular attention paid to the involvement of families. In these schools, decisions are taken through quorum of all members, and there are student representatives chosen democratically.
A case of special interest is the project Schools As Learning Communities http://utopiadream.info/ca/ (SALEACOM http://cordis.europa.eu/project/rcn/194355_es.html) based on a set of Successful Educational Actions (SEA) for social and educational change. SEAs were identified in the Integrated Project INCLUD-ED of the priority 7, 6th Framework Programme of the European Commission, coordinated by the Community of Researchers on Excellence for All (CREA, University of Barcelona, Spain). This educational model is in accordance with international scientific theories which highlight two key factors for learning in our current society: interaction and taking part in the community. In the schools belonging to this network, there are joint commissions where all members of the educational community are represented and educational participation and assessment are prioritised. There are more than 200 SALEACOM in Spain supported by different Educational Administrations.
If no, please explain why not:
Further comments
The degree of participation differs, depending on whether or not the school has implemented integrated projects to promote it. In general, participation is managed through bodies such as the School Council, the Delegates Council, or Parents’ Associations. In some schools, an increased participation of all members of the educational community is encouraged, with a heightened involvement of families. In these schools, decisions are taken through quorum of all members, and there are student representatives chosen democratically. An specific case is the project Schools As Learning Communities http://utopiadream.info/ca/ (SALEACOM http://cordis.europa.eu/project/rcn/194355_es.html) based on a set of Successful Educational Actions (SEA) for social and educational change. SEAs were identified in the Integrated Project INCLUD-ED of the priority 7, 6th Framework Programme of the European Commission, coordinated by the Community of Researchers on Excellence for All (CREA, University of Barcelona, Spain). This educational model is in accordance with international scientific theories which highlight two key factors for learning in our current society: interaction and taking part in the community. In the schools belonging to this network, there are joint commissions where all members of the educational community are represented and educational participation and assessment are prioritised. There are more than 200 SALEACOM in Spain supported by different Educational Administrations.
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:
Training activities are organised in different areas of EDC. At University level, there are equality events and conferences (non-sexist language, implementation of equality policies), development cooperation courses, citizen participation courses, non-formal education courses, etc. These topics are increasingly present in the action plans of the Ministry of Education, and of the Autonomous Communities with competence in continuous development. Spaces where joint training of families, teachers and other educational agents can take place are also being promoted.
If no, please explain why not:
If to some extent, please specify:
Further comments
Provide examples of good practice:
Summer courses http://blog.educalab.es/intef/2016/05/03/cursos-de-verano-2016-cuidado-y-mejora-de-la-convivencia-en-los-centros-educativos/ , online courses and events and conferences organized by the Ministry of Education in the fields of school coexistence, gender violence prevention, sexual orientation discrimination or racism. Dialogic Teachers Training in evidence endorsed by the international scientific community bases http://utopiadream.info/ca/actuaciones-de-exito/formacion-dialogica-del-profesorado/ . To do this, participants go directly to the most relevant theoretical sources at the international level, the results of highest ranking investigations on education and also to publications in top-ranking magazines.Teams of diverse people involved in the education of children, especially teachers, counselors and advisers, etc., read together the most relevant books using always the original sources. http://www.edaverneda.org/edaverneda/en/dialogic-teacher-training There are different types of Dialogic gatherings, also known as "seminars with the book in hand": Dialogic Literary Gatherings (DLG), Dialogic Musical Gatherings (DMG), Dialogic Art Gatherings (DAG), Dialogic mathematics Gatherings (DMaG), Dialogic pedagogical Gatherings (DPG). The dialogic literary gathering is a cultural and educational activity that is developing in different types of organizations including schools, adult education, parents' associations, womens’ groups, cultural and educational institutions. The Literary circles are aimed at adults who have had no formal training, and through reading, improve their cultural knowledge.The methodology used in the discussion is based on dialogue and this becomes a generator of learning. This type of training is supported by different Autonomous Educational Administrations. For example, in the Autonomous Community of Valencia there is a network of seminars of successful educational initiatives for an inclusive school named “On the shoulders of Giants" http://mestreacasa.gva.es/web/cda/seminarios
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
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:
Youth participation events, youth mediator teams, grants for youth groups which develop non-profit projects. Cooperation between the Ministry of Education, experts from different universities, other ministries and autonomous educational administrations, NGOs and associations for creating and developing the Strategic Plan on School Coexistence. Cooperation between ministries, autonomous governments, community groups and NGOs to develop international projects. For example, Barabal project, Gender Mainstreaming in Roma education http://barabal.eu/ ; Two projects within the PROGRESS Programme: 'FRIDA –Training for the prevention and detection of racism, xenophobia and related forms of intolerance in the classroom' http://explotacion.mtin.gob.es/oberaxe/inicio_descargaFichero?bibliotecaDatoId=4070; and 'CORE – Understanding discrimination, recognising diversity' ; http://www.inmujer.gob.es/actualidad/NovedadesNuevas/docs/2015/Embracingdiversity.PDF
Further comments
The Administration promotes or supports an array of activities aimed at the promotion of education in values; some of these activities arise from initiatives of - mainly widespread and long-established - educational organizations and associations, or the civil society.
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:
In general, each particular initiative is assessed, even though there is not a general common assessment template, nor general common assessment criteria.
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?
Agreements among administrations to publish calls to promote research and projects in that field. A wider diffusion of said calls.
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 moderate 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 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?
Diversity and equality are keystones of the Spanish educational system which, together with equity, inspire the organization of schools and the educational provision model applied. An inclusive education model has been embraced wholeheartedly. Moreover, a pacific resolution of conflicts and differences is one of the aspects most emphatically worked on in schools; in fact, a mediation system has been developed and implemented quite widely, and students, teachers and youth mediators have been trained. Quite recently, a model involving a community approach has been promoted, and it is proving to be more effective in the schools it is being applied http://utopiadream.info/ca/actuaciones-de-exito/modelo-dialogico-de-conflictos/ . Fighting discrimination and violence in schools is an important area of concern nowadays, both for the educational administration and for the different organizations related to education. An effort is being made to make this problem more visible, and to expand the initiatives which have been successful; experts and professionals stress the need to work more intensively on preventive measures, instead of interventions when conflicts or bullying have already occurred. Precautionary measures have a direct impact on the improvement of school coexistence, and, on a broader scale, of social cohesion.
Further comments
In order to promote more actively this kind of educational approaches and teaching methods, it is important to stress the relevance of and need for an education in values, and the considerable consequences of violence in schools. It is equally important to stress the need to start working with students from pre-school level, stressing the importance of friendship, companionship, peace, equality, non-discrimination, and the enrichment that diversity provides, as well as the need to reject any violent occurrence. It is also of key importance to train teachers and administrative management in this area.
The new Strategic Plan on School Coexistence includes different lines of action, priorities and specific measures relating to the prevention of violence from Early Education, prevention of gender violence, community participation, appropriate use of information and communication technologies, training for teachers and other educational agents, among others aspects. http://www.mecd.gob.es/educacion-mecd/mc/convivencia-escolar/plan-convivencia.html
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:
As has already been said, the Ministry of Education, Culture and Sport has recently devised a Strategic Plan for School Coexistence, with the collaboration of educational administration on a regional level (Autonomous Communities), of the Observatory for Racism and Xenophobia, the Institute for Women, and other tertiary sector organizations. Each of the objectives within the different action lines in the Plan has a series of general indicators for follow-up and assessment, associated to the measures that contribute to the achievement of each objective. Each indicator has an associated data collection tool, as well as a designated institution(s) responsible for the data collection process. In a foreseeable future, this general follow-up and assessment strategy shall be complemented with other measures, such as public calls for research, scientific congresses, and publications about the establishment and impact of the Plan, or a diagnosis of its results. Data collection to quantify the indicators of this general strategy for follow-up and assessment will take place steadily throughout the period of application of the Plan, and it will rely on the participation of the civil society, the different departments of the central Government, and of the Autonomous Communities.
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:
The Spanish participation in the CoE network of EDC/HRE coordinators and, in particular, in the pilot project “Teaching controversial isssues: developing effective training for teachers and school leaders”, implemented in 2014 together with United Kingdom, Cyprus, Ireland and Montenegro, and with the support of Albania, Austria, France and Sweden, in the framework of the Programme “Human Rights and Democracy in Action”. Among the actions in this project, there was the pilot implementation and assessment of the training programme developed, and its disemination among the EDC/HRE stakeholders. https://sede.educacion.gob.es/publiventa/la-ensenanza-de-temas-controvertidos/ensenanza/20648 Other relative actions are the projects FRIDA and CORE mentioned above; and the Spanish participation in the EC Working Group on promoting citizenship and the common values of freedom, tolerance and non-discrimination through education (follow-up of the Paris Declaration)
What is required to encourage such cooperation activities?
There is a need to continue, and even intensify the Spanish participation in the international arena, with regard to the achievement of the objectives mentioned.
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
Please specify 'Other international/ European organisations'
What are your expectations from such cooperation?
There is a hope that this collaboration shall contribute to Spain continuing and intensifying its efforts to work along these lines, and that international cooperation shall enrich the national experience in the field.
To what extent are these expectations met?
This international collaboration is proving positive and enriching for our country. Through this participation, we can provide very interesting information, knowledge and resources for teachers and other educational agents.
How could such cooperation be made more useful?
Specific mechanisms should be articulated, so that every initiative implemented shall include elements to enable and facilitate its practical implementation. There should be a wider promotion of these initiatives towards schools.
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
3
b) Opportunities for sharing and cooperation with other countries
4
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
4
f) Technical advice / technical assistance
4
g) Access to the network of key actors in the member states through the Committee of Ministers, Parliamentary Assembly, the Congress of local and regional authorities and the INGO Conference and the HR Commissioner as well as various monitoring bodies (such as ECRI) as a means of raising visibility of EDC/HRE
4
h) Other
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)
Low impact
b) Lack of awareness/interest/support among education professionals
Medium impact
c) Impact of the economic crisis/recession
Medium impact
d) Reduction/cuts in funding
Medium impact
e) Decentralised education system
Medium 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
Low 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):
There are valuable initiatives, and an increasing number of schools are benefiting from the implementation of said initiatives. There should be a constant promotion of teacher training and awareness of these initiatives, and also a continued campaign of promotion and disemination, so that these initiatives reach a greater number of schools.
FOLLOW-UP QUESTIONNAIRE
There are plans to repeat this questionnaire in 5 years’ time to get a further sense of the progress of the States Party to the European Cultural Convention in pursuing the aims and principles for citizenship and human rights education promoted by the present Charter. It is also proposed to design the questionnaire focusing on particular areas.
Q27 What particular areas should the follow-up Questionnaire focus on for the next review cycle? (Please indicate the level of priority for each area)
a) Formal general (pre-primary, primary and secondary school) and vocational education
High
b) Higher education
High
c) Pre-school education
High
d) Democratic governance of educational institutions
High
e) Training (initial and on-going)
High
f) Role of non-governmental organisations (NGOs), youth organisations and other stakeholders
Medium
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
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?
These are some responses:
- It could be used only closed questions.
- Advance distribution of the Charter among respondents.
- The inclusion of questions which allow the development of comparative indicators among countries, such as the presence of EDC/HRE in the curriculum (as a cross-curricular topic, as a separate subject, or as contents within a subject), levels in which it is taught, specific contents included, learning methodology used, assessment methods, or connections school-community in the field.
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)]
3
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
National Centre for Educational Innovation and Research
Q30 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
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?
Organic Act 8/2013, of December 9th, for the Improvement of Educational Quality (LOMCE). Royal Decree 126/2014, of February 28th, which establishes the Basic Curriculum for Primary Education. Royal Decree 1105/2014, of December 26th, which establishes the Basic Curriculum for Compulsory Secondary Education and Bachillerato. Order ECD/65/2015 of January 21st, which describes the relationship between competences, contents and assessment criteria in Primary Education, Compulsory Secondary Education and Bachillerato. The Autonomous Communities have also published their regulation frameworks for coexistence and participation in schools, to which the access is through “Portal de Convivencia Escolar” of the Ministry of Education, Culture and Sport, through this link: http://wwwmecd.gob.es/educacion-mecd/mc/convivencia-escolar/mapa-ccaa/normativa.html
Q32 What are the thematic areas of education of particular concern to your Committee in this respect?
The most interesting aspects regarding EDC/HRE from the point of view of the Spanish educational system, is its contribution to the improvement of the democratic quality in the country, because it sets the basis for a future exercise of citizenship, and for an active participation in the economic, social and cultural life, with a critical and responsible attitude, and being able to adapt to changing situations in the society of knowledge. It contributes to the consolidation of values of personal liberty, tolerance, equality, gender equality, justice, pluralism, solidarity, respect for human rights and laws. It also contributes to the consolidation of values which help overcome any instance of discrimination (sexual, race, gender identity, religion, ideology, origin, nationality, etc.). In the LOMCE Act, it is established that “the curriculum of the different educational stages of Basic Education will include learning to prevent and to solve pacifically conflicts in all areas of life: personal, family, and social life, and the learning of values that support democracy and human rights, and that the curriculum shall always include the prevention of gender violence, and the study of the Jewish Holocaust as a historical fact.
Q33 Do you have any further comments to make not provided elsewhere? If so, please use the space below.
Q34 Further comments on citizenship and human rights education in the country:
Other contributors contacted by the respondent, including representatives of:
1. Ministries:
- Ministry of Education, Culture and Sport
- Ministry of Health, Social Services and Equality
- Ministry of Employment and Social Security
- Ministry of Home Affairs
2. Research institutions:
- University of Comillas
- University of Castilla-La Mancha
- University of Barcelona: CREA (Community of Researchers on Excellence for All)
- University of Gerona: Educational Research Institute
- University Complutense of Madrid: Research Group INDICE
- University Autónoma of Barcelona: Research Group GEDIME
- University Rey Juan Carlos
- University Loyola Andalucía
3. Education professionals:
– ESenRED, Network of Schools for sustainability – Confederation of Educational Psychology and Counseling of Spain (COPOE)
4. Civil society organisations:
- Education Working Group of the State Council of the Roma Population
- Spanish Committee of Representatives of People with Disabilities (CERMI)
- Rumiñahui Association (as Vice-President of the Forum for the Social Integration of Immigrants).
- Ibn Battuta Foundation against Discrimination and Racism
- State Federation of Lesbians, Gays, Transsexuals and Bisexuals (FELGTB)
- Protegeles.com, online safety center for children
- Yehudi Menuhin España Foundation
- IT GETS BETTER ESPAÑA
- Federation of Gypsy Women KAMIRA
- Gypsy Women's Association Drom Kotar Mestipen
- Gypsy Secretariat Foundation
a. Teachers organisations:
- Federation of Associations of School Leaders of public schools (FEDADI)
b Youth organisations
- INJUVE (Youth Institute)
- ANAR Foundation
c Children organisations
- Federation of Associations for the Prevention of Child Abuse (FAPMI)
- Platform of Children's Organizations (POI)
d Parents organisations
- Spanish Confederation of Associations of Students’ Parents (CEAPA)
- National Catholic Confederation of Family and Students’ Parents (CONCAPA)
5. National human rights institutions
- Spanish Commission for Refugees’ Aid (CEAR)
- International Amnesty
6. Parliaments
– Study Subcommittee on social networks, dependent of the Committee on Internal Affairs of the Parliament
7. Local and regional authorities
- Spanish Federation of Municipalities and Provinces (FEMP)
- Educational representatives of the autonomous communities and the autonomous cities of Ceuta and Melilla.
8. International institutions
- Save the Children
9. Medias
- Periódico Escuela
- Periódico Magisterio
- Revista Española de Pedagogía
- Revista Iberoamericana de Educación
- Cuadernos de Pedagogía
- Revista Aula
- Revista de Educación del MECD
- El Faro de Ceuta
- Revista Interuniversitaria de Formación del Profesorado
- Revistas científicas de Hipatia Press
10. Others
- Spanish Federation of Catholic Schools (FERE-CECA)
- Spanish Confederation of Schools (CECE)
- Spanish Union of Education Cooperatives (UECOE)
- Association of Private Independent Schools (ACADE)
- Association “Mejora tu Escuela Pública” (‘Improve your public school’)
- Official Psychologists’ Association (COP)
Labour unions:
- FETE-UGT
- State Federation of Education of Comisiones Obreras
- ANPE
- Education STEs
- CSI-F
- Federation of Education of USO
- FSIE
