Switzerland
2016 Report on the State of Citizenship and Human Rights Education in Europe
Questionnaire filled in by the Center IPE at Zurich University of Teacher Education
GENERAL QUESTIONS
Q1 Would you agree that citizenship and human rights education is a means to address…
a) … violent extremism and radicalisation leading to terrorism?
To a great extent
b) … integration of migrants and refugees?
To a great extent
c) … consequences of the economic crisis / austerity measures / social exclusion?
To a medium extent
d) … the deficit of democratic participation of both vulnerable and non-vulnerable groups in society with the overall aim of building cohesive and equitable societies?
To a medium extent
Q2 In your country, is priority given to…
a) … EDC/HRE at national government level
To a little 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 little 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
As a federalistic country Switzerland does not have too much of a coordinated approach in EDC/HRE. There is a lot of approaches that are grown on cantonal or language specifities. As EDC/HRE coordinator I take part in a national foundation (Stiftung Dialog) that wants to install a national coordination unit. Hopefully it will start by the end of 2016.
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 little extent
c) Advocacy by civil society organisations
To a fair extent
d) Advocacy by prominent personalities
To a large extent
e) Increased visibility of EDC/HRE in the media coverage
To a large extent
f) Political will
To a large extent
g) Political pressure from regional and international institutions
To a fair extent
h) More resources allotted to EDC/HRE
To a fair extent
i) Other
To a large extent
Please specify “other”
• The will to see the need of national coordination is a priority. Everywhere institutions develop materials, books, approaches, but only little coordination is being done. This is of highest need not to loose all the work.
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?
To a little extent
c)…EDC/HRE policies and other policy sectors?
To a little extent
Please describe the existing inconsistences:
Everybody agrees, that democrats do not fall from heaven, as we say. Each generation has to learn again and find their own way on how to deal with the problems of society, economy, ecology etc. There is a lack of commitment on national level to realize and implement. The cantons have the say and the financial means.
Further comments
Q5 In your country, have strategic approaches / measures been taken to counter these inconsistencies, since 2012?
Yes
If yes, please specify:
There is a huge work going on on a national framework curriculum. This will support the approaches of EDC/HRE mostly in an unconscious way, influenced through specific support by the national EDC/HRE coordinator (by informing and supporting the authors of the curriculum).
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:
We are working on a national multilingual website to promote EDC/HRE materials developed in the framework of the CoE-Program. It will go online by the end of 2016.
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 national coordination unit (starting by the end of 2016) will support heavily EDC/HRE (very much influenced by the national EDC/HRE coordinator).
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 content of the EDC/HRE charter is for Switzerland not something revolutionary. It is in parts in all the curricula, textbooks, framework agreements. Therefore there was not that urgent need for it like in new Democracies. Since we have four national languages, there is always something missing.
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
Not used
c) Democratic Governance of Schools
Scarcely used
d) How all Teachers Can Support EDC/HRE: A Framework for the Development of Competencies
Scarcely used
d) Quality Assurance of EDC in Schools
Not used
e) School-Community-University Partnerships for Sustainable Democracy: EDC in Europe and the US
Scarcely used
f) Living Democracy' Manuals for Teachers
Extensively used
g) A Compendium of Good Practice in HRE
Scarcely used
h) Compass, manual for human rights education with young people
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
Not used
l) Multimedia Material (ex. video “Beat Bullying”, series of cartoons “Democracy and Human Rights at School”, video “Corporal punishment at school : how two parents decided to change things”)
Not used
m) “Freedom(s) - Learning activities for secondary schools on the case law of the European Court of Human Rights
Not used
Other (please specify: ______)
If these resources were useful, please specify:
Since we coordinated at Zurich University of Teacher Education the series 'Living Democracy' we also feel responsible in disseminating them. We do this (as stated above) by developing a website, that will be used in Switzerland, but also in countless other countries of the CoE.
If these resources were not useful, please specify:
Many of the resources are either not translated in german or are not specific enough for the national use. Switzerland as a rather rich country has the tendency to develop everything by themselves, and on top of it 23 times (for all cantons).
Further comments
QUESTIONS ON SPECIFIC ARTICLES OF THE CHARTER
SECTION 1: GENERAL PROVISIONS
Article 3. Relationship between education for democratic citizenship and human rights education
Q10 Is there a shared working definition of citizenship and human rights education in your country?
No
In case if there is no shared working definition of citizenship and human rights education, please explain why not:
Federalistic country, three (four) languages.
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.
EDC/HRE we stick to it.
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?
Scarcely
b) … in vocational education and training?
Scarcely
c) … in higher education?
Not at all
d) … in the training of education personnel?
Scarcely
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:
We need to distinguish between the content and the title. The content has been influenced by the international discussion, especially by the one in the CoE. But people rather use their own language and terms.
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:
http://www.vsa.zh.ch/internet/bildungsdirektion/vsa/de/schulbetrieb_und_unterricht/fuehrung_und_organisation.html This is an example of the cantonal ministry of education of the canton of Zurich showing the participation approach of school.
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?
Not applicable
b) … primary school?
Yes
c) … lower secondary school (including vocational)?
Yes
d) … upper secondary school (including vocational)?
No
If no, please explain why not:
Gymnasium and Vocational Training have their specific curriculum development approaches.
If yes, then what are/were the key challenges? How will they be / how were they overcome?
Even though we use EDC/HRE as brand, it will never enter as such in curricula. Switzerland works with integrated approaches in political education and many core elements will be found in many subjects. Often not consciously understood by teachers, but very well put in practice.
To what extent was the revision and updating process inclusive and participatory?
In Switzerland revision processes of curricula are per se participatory. That is why it takes many years.
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
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:
Again, it is cantonal responsibility. But many cantonal laws expect parents' participation in structured and non structured way.
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?
To some extent
b) … school leaders?
To some extent
c) … other education staff?
To some extent
d) … youth leaders (in and out of school)?
To some extent
e) … teacher trainers / trainers of trainers?
To some extent
f) … parents?
To some extent
If yes, please specify:
If no, please explain why not:
If to some extent, please specify:
Parents, teachers, school leaders: all of them go through life long trainings (if they want). There are numerous courses and gatherings concentrating on how to deal with children and adolescents in a participatory way. Especially teachers in the initial training learn about communication and participation.
Further comments
Provide examples of good practice:
http://www.elternbildung.ch/
http://www.ajb.zh.ch/internet/bildungsdirektion/ajb/de/kinder_jugendhilfe/elternbildung.html
Look at the websites: first: the national website for parents-education, the second one is for canton of Zurich.
You can find countless courses, seminars etc. also with the topic of participation and living democracy in small local units.
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 little extent
c) Community groups
To a little extent
d) Parents' groups
To a little extent
e) Other (please specify: ______)
If not at all or to a little extent, please explain why:
If to a large extent, please explain the factors for success:
Provide examples of good practice:
http://www.jugend-wirtschaft.ch/fr/projets-good-practice/la-jeunesse-debat
Look at the website: Youth debates. It is an important approach nation wide to support the competencies of young democrats to develop their discussion skills in the public space with highly political and controversial topics.
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:
Please provide examples of how these criteria have been developed, reviewed and used:
To what extent have they been useful?
Provide examples of good practice:
Article 12. Research
Q19 In your country, to what extent has research been initiated and promoted on citizenship and human rights education to take stock of the current situation?
To a little extent
If not at all or to a little extent, please explain why:
In the past there had been done more, especially in the framework of the European year of citizenship through education (2005).
See:http://www.news.admin.ch/NSBSubscriber/message/attachments/1055.pdf
What needs to be done to obtain stronger support for such research?
Support through the national coordination unit should come in the coming year(s).
Further comments
Article 13. Skills for promoting social cohesion, valuing diversity and handling differences and conflict
Q20 In your country, to what extent are educational approaches and teaching methods promoted that enable pupils/students to acquire competences to…
a) … promote social cohesion?
To a large extent
b) … value diversity and equality (particularly between different faiths and ethnic groups)?
To a large extent
c) … settle disagreements and conflicts in a non-violent manner?
To a large extent
d) … combat all forms of discrimination and violence (especially bullying)?
To a large extent
If not at all or to a little extent, please explain why:
What needs to be done to encourage more active promotion of such educational approaches and teaching methods?
Further comments
Social cohesion is a core value of the Swiss political system. This is also due to the economic need for cooperation between all stakeholders of all classes, levels and groups.
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:
Other binding charters or conventions bring enough work. Nobody is waiting for another one.
If yes, please provide links to the relevant monitoring and evaluation reports:
What were the key conclusions?
The Charter serves rather as a tool for reflection. From my point of view it has to enter the parliamentary sessions of the CoE more. The parliamentarians of many countries (I have asked other EDC coordinators, and the Swiss parliamentarian partially myself) don't know the Charter. This is critical.
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:
Swiss- Ukraine - Project DOCCU with a budget of 1.5 Million Euros
www.academy.gov.ua/eng_new/doc/int_projects/doc/DOCCU_in_brief_eng.pdf
Swiss - multinational project on implementing the EDC-Materials: 'Living-democracy' with a value of 1 Million Euros www.living-democracy.com
and many any others.
What is required to encourage such cooperation activities?
1) an institution that keeps doing it
2) finances
3) international networks
We at Zurich University cooperate extensively with the EDC/HRE coordinators of other countries.
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'
The European Wergeland Center.
What are your expectations from such cooperation?
Networking
Higher recognition in the country
Interesting discussions
To what extent are these expectations met?
Fairly well
How could such cooperation be made more useful?
There is not really a high interest of some international organizations to look carefully to what the member countries are doing, if it not grown in their immediate proper garden or does not support their budget.
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
4
c) A support tool for dialogue with other countries and within the country
3
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
5
c) Provision of a shared framework of reference / common standards
5
d) Impetus for dialogue and cooperation within the country
5
e) Authoritative encouragement to ensure respect of commitments
5
f) Technical advice / technical assistance
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
5
Please specify other
The commitment of the EDC/HRE department is immense. It is very very sad and not understandable, why the CoE stating democracy education as core element writing on the top page in their achievements: "Democracy also extends to active public participation in community life, especially in the context of civil society activities. The Council of Europe develops strategies and tools to promote the learning of human rights and democracy. The Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education shows us how to put those values into practice." If the EDC/HRE secretariat is not financially better supported, these words simply stay words. With the little means they have, they do miracles. No EDC/HRE coordination meeting in 2017 is simply not understandable.
Q26 What are the key challenges to the promotion and development of citizenship and human rights education in your country? (Please indicate the level of impact of each challenge)
a) Lack of priority among decision makers (other areas given more priority)
High impact
b) Lack of awareness/interest/support among education professionals
Medium impact
c) Impact of the economic crisis/recession
Low impact
d) Reduction/cuts in funding
Low impact
e) Decentralised education system
High impact
f) Changing political context (e.g. change of government)
Low 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):
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
Medium
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
High
g) Criteria for evaluation
Medium
h) Research
High
i) Social cohesion, valuing diversity and handling differences and conflict
Medium
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?
Since I only received the questionnaire late and as second choice, I don't have the time to answer this question carefully. I gladly support it if needed during the coming years.
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:
Obvious reasons.
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
Swiss Conference of Cantonal Ministers of Education (EDK)
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 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
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?
The new curriculum framework both for the French and the German part of Switzerland.
https://www.plandetudes.ch/
http://www.lehrplan21.ch/
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:
Coordination of all cantonal approaches, materials and scientific research needs to be planned. Local, regional and individual understanding of EDC/HRE needs to be discussed under the umbrella of the Charter.
Other contributors contacted by the respondent, including representatives of:
1. Ministries:
Swiss Conference of Cantonal Ministers of Education (EDK)
2. Research institutions:
Centre for Democracy Studies Aarau (ZDA)
3. Education professionals:
In constant contact on the topic.
4. Civil society organisations:
Foundation éducation21
a. Teachers organisations:
--
b Youth organisations
L’association Jeunesse et Economie
The Swiss National Youth Council SNYC (umbrella organization of about 65 youth organizations in Switzerland)
c Children organisations
--
d Parents organisations
--
5. National human rights institutions
The information platform humanrights.ch
6. Parliaments
Parliamentarians of the national parliament
7. Local and regional authorities
--
8. International institutions
--
9. Medias
--
10. Others
--
