Sweden
2016 Report on the State of Citizenship and Human Rights Education in Europe
Questionnaire filled in by the Ministry of Education and Research
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 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 large 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 large 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 large extent
Further comments
Swedish preschools, compulsory schools, upper secondary schools as well as higher education institutions have a goal-based system with a high degree of local responsibility. The overall national goals are set out by Swedish Parliament and Government in The Education Act, curricula’s, syllabi etc. The general goals for all schools are determined in the first chapter of the Education Act (Skollagen, SFS 2010:800). The curriculum for is valid across Sweden. All schools should base their work on the same fundamental values of democracy and human rights and ensure that all pupils embrace these values. Local planning must seek to give practical expression to the goals and guidelines for the education as set out in the Education Act, the curriculum and syllabi. The goals for the education are expressed as knowledge, skills and attitudes that the pupils are to get during their compulsory school. The choice of tools and methods are not regulated, but are a part of the decentralised steering of the school system and left to the individual school organiser to decide upon. The main responsibility for quality and results lies with the education providers, i.e. municipalities and authorities responsible for independent schools. Individual schools and teachers decide upon working methods suited to their local conditions to reach the national goals. Answers in the questionnaire refer to the national level since there are local differences.
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 little extent
d) Advocacy by prominent personalities
To a little extent
e) Increased visibility of EDC/HRE in the media coverage
To a little 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 little 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
In Sweden EDC/HRE is included in the Education Act and curricula, and has been so for a long time. The work with EDC/HRE is well-established and has strong support, but there are certainly local differences in implementation and there is always more to do. In Sweden the education should impart and establish respect for human rights and the fundamental democratic values on which Swedish society is based. Xenophobia and intolerance are to be confronted with knowledge, open discussion and active measures. All who work in the school should carry out their daily work in democratic ways and gradually increasing pupil’s influence over age.
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:
In Sweden EDC/HRE is included in the Education Act and curricula, and has been so for a long time. The work with EDC/HRE is well-established and has strong support, but there are certainly local differences in implementation and there is always more to do. In Sweden the education should impart and establish respect for human rights and the fundamental democratic values on which Swedish society is based. Xenophobia and intolerance is to be confronted with knowledge, open discussion and active measures. All who work in the school should carry out their daily work in democratic ways and gradually increasing pupil’s influence over age.
The Government has taken a number of initiatives to strengthen the fundamental values in education. For example in June 2015 the Government tasked the National Agency for Education (NAE) with offering schools and education providers in compulsory and upper-secondary education extensive continuing professional development in different areas, so called national school development programs. One of these designated areas is the fundamental values in schools. In 2014 the NAE was given an assignment for awareness-raising in schools regarding xenophobia and racism from 2014 until 2017, which will include training teachers, principals and others in dealing with these issues.
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:
In Sweden EDC/HRE is included in the Education Act and curricula, and has been so for a long time. The work with EDC/HRE is well-established and has strong support, but there are certainly local differences in implementation and there is always more to do. In Sweden the education should impart and establish respect for human rights and the fundamental democratic values on which Swedish society is based. Xenophobia and intolerance is to be confronted with knowledge, open discussion and active measures. All who work in the school should carry out their daily work in democratic ways and gradually increasing pupil’s influence over age.
The Government continuously tasks Swedish authorities to develop and support the work carried out in Swedish schools concerning fundamental values in education.
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?
No
If no, please explain why not:
Further comments
The Swedish National Agency for Education is planning to include the Charter in the project on racism and xenophobia.
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
I do not know/Information not available
c) Democratic Governance of Schools
I do not know/Information not available
d) How all Teachers Can Support EDC/HRE: A Framework for the Development of Competencies
I do not know/Information not available
d) Quality Assurance of EDC in Schools
I do not know/Information not available
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
I do not know/Information not available
g) A Compendium of Good Practice in HRE
I do not know/Information not available
h) Compass, manual for human rights education with young people
Scarcely used
i) Compasito, manual for human rights education with children
Scarcely 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
I do not know/Information not available
l) Multimedia Material (ex. video “Beat Bullying”, series of cartoons “Democracy and Human Rights at School”, video “Corporal punishment at school : how two parents decided to change things”)
I do not know/Information not available
m) “Freedom(s) - Learning activities for secondary schools on the case law of the European Court of Human Rights
I do not know/Information not available
Other (please specify: ______)
I do not know/Information not available
If these resources were useful, please specify:
If these resources were not useful, please specify:
Further comments
At the Swedish National Agency for Education the outcomes of Teaching Controversial Issues is the subject of an ongoing discussion regarding how to use the material in the best possible way in future in-service training programmes for school development. Information on the outcomes and links to the report has been disseminated in a couple of external activities. The Swedish curricula already addresses many of the topics that might be considered controversial, so the agency focus on how to make the democratic values of the curricula a part of everyday teaching. The programme presents some ways how to develop these capacities and adapted to a Swedish context, it might be a resource for future work. The agency's project on racism and xenophobia will include the topic of handling controversial issues as a core competence for teachers in their work against extremism and radicalisation.
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.
Värdegrund: Education should impart and establish respect for human rights and the fundamental democratic values on which Swedish society is based. Xenophobia and intolerance is to be confronted with knowledge, open discussion and active measures. All who work in the school should carry out their daily work in democratic ways and gradually increasing pupil’s influence over age.
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?
Not at all
b) … in vocational education and training?
Not at all
c) … in higher education?
Not at all
d) … in the training of education personnel?
Not at all
e) … in youth policy and non-formal education?
Not at all
In case if education laws, policies, and strategic objectives do refer explicitly to EDC/HRE, please specify:
In case if education laws, policies, and strategic objectives do not explicitly refer EDC/HRE, please explain why not:
The Education Act, curricula, syllabi etc. have the same aims and objectives as the EDC/HRE. Until now, there has been little knowledge at the National Agency for Education about the tools and resources provided by CoE. Education institutions in Sweden, such as schools and universities, enjoy a high degree of freedom. It is up to them to decide on whether to use the CoE tools and resources. The Swedish Ministry for Education and Research have little or no information about the extent to which they are used.
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:
Further comments
See Q2 and Q4.
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?
Not applicable
b) … primary school?
Not applicable
c) … lower secondary school (including vocational)?
Not applicable
d) … upper secondary school (including vocational)?
Not applicable
If no, please explain why not:
If yes, then what are/were the key challenges? How will they be / how were they overcome?
To what extent was the revision and updating process inclusive and participatory?
Further comments
Sweden revised all steering documents in 2010 and 2011.
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
According to the Swedish Higher Education Authority (Hur mänskliga rättigheter, mäns våld mot kvinnor och våld mot barn beaktas i högre utbildning, Universitetskanslerämbetet, Rapport 2015:25) aspects on human rights are included and extensive in programmes that require such education in line with the Degree Ordinance. The Degree Ordinance, appendix to the Higher Education Ordinance (1993:100) regulates the requirements and objectives for professional degrees. The degree descriptions in the ordinance state for a number of degrees that the student shall demonstrate a certain capacity for valuation and approach with particular observance of human rights. However, the requirements on human rights are not referred to in all different higher educations.
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 Education Act (2010:800).
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?
d) … youth leaders (in and out of school)?
e) … teacher trainers / trainers of trainers?
Yes
f) … parents?
No
If yes, please specify:
It is compulsory in the education/training.
If no, please explain why not:
If to some extent, please specify:
Further comments
There are no national requirements for other education staff or youth leaders.
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:
EDC/HRE is compulsory for all schools all the time.
Provide examples of good practice:
When national elections take place, all schools have the opportunity to arrange school elections. In 2014, when both national parliament elections and European parliament elections were held, the Government commissioned the National Agency for Youth and Civil Society (MUCF) to prepare and implement school elections in May and in September, in close cooperation with a number of youth organisations, and the National Agency for Education and the Election Authority. Youth organisations had the responsibility to help schools with practical and administrative details, such as how to sign up, how to get materials that are needed for the elections and how to report the results.
Further comments
Article 11. Criteria for evaluation
Q18 In your country, have criteria been developed to evaluate the effectiveness of citizenship and human rights education programmes?
No
Further information:
The Swedish school system does not support giving grades to values and attitudes.
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 large 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
During the last years extensive research has been carried out in Sweden. The National Agency for Education has also initiated some studies. The Agency also provides the schools with Research for Classrooms for example
http://www.skolverket.se/publikationer?id=3229 and
http://www.skolverket.se/publikationer?id=3586
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
The answers refer to the national goals. It is however at the local level, schools and teachers, that the teaching methods are decided. The work with fundamental values has a long tradition, but there are local differences and more to do, especially within the fields of violent extremism and radicalisation leading to terrorism.
SECTION 4: EVALUATION AND COOPERATION
Article 14. Evaluation and review
Q21 Has any action been taken or foreseen to evaluate strategies and policies undertaken in accordance with the aims and principles of the Charter?
No
If not, please explain why not:
Since it is already embedded in the Education Act, the curricula and syllabi, there is no specific demand for evaluation of the Charter.
If yes, please provide links to the relevant monitoring and evaluation reports:
What were the key conclusions?
Who takes part in the evaluation process?
Example of good practice:
Further comments:
Article 15. Co-operation in follow-up activities
Q22 In your country, have any co-operation activities with other countries been organised or planned in pursuing the aims and principles of the Charter?
Yes
If not, please explain why not:
Example of good practice:
What is required to encourage such cooperation activities?
Further comments
An initiative from the Nordic Council of Ministers is a co-operation and network among the Nordic countries on policy level. The Co-operation started 2016. The National Agency for Education is also co-operating with Wergeland Center.
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
Yes
Please specify 'Other international/ European organisations'
The Nordic Council of Ministers and The Consortium of Institutions for Development and Research in Education in Europe (CIDREE).
What are your expectations from such cooperation?
Capacity building and good examples.
To what extent are these expectations met?
The co-operation has just begun, so it is too early to tell.
How could such cooperation be made more useful?
Further comments
The Government/The National Agency for Education does not have co-operation with the above mentioned organizations on EDC/HRE specifically. However, education institutions may independently have contacts with such organizations.
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
3
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
4
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
3
d) Impetus for dialogue and cooperation within the country
1
e) Authoritative encouragement to ensure respect of commitments
1
f) Technical advice / technical assistance
1
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)
Low impact
b) Lack of awareness/interest/support among education professionals
Low impact
c) Impact of the economic crisis/recession
Low impact
d) Reduction/cuts in funding
Low impact
e) Decentralised education system
High 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.)
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
Low
b) Higher education
High
c) Pre-school education
Low
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
Medium
g) Criteria for evaluation
Medium
h) Research
Medium
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?
Q32 What are the thematic areas of education of particular concern to your Committee in this respect?
Q33 Do you have any further comments to make not provided elsewhere? If so, please use the space below.
Q34 Further comments on citizenship and human rights education in the country:
Other contributors contacted by the respondent, including representatives of:
1. Ministries:
2. Research institutions:
3. Education professionals:
The Swedish National Agency for Education
4. Civil society organisations:
a. Teachers organisations:
b Youth organisations
Swedish Agency for Youth and Civil Society
c Children organisations
d Parents organisations
5. National human rights institutions
6. Parliaments
Education Commission in the National Parliament (only part V) –The committee secretariat answered they could not reply the questions.
7. Local and regional authorities
8. International institutions
9. Medias
10. Others
