Czech Republic
2016 Report on the State of Citizenship and Human Rights Education in Europe
Questionnaire filled in by Czech school inspection
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 fair extent
b) … EDC/HRE at local government level
To a little extent
c) … EDC/HRE at educational institution level (school, college, university)
To a 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 little extent
g) … supporting co-operation with NGOs, including youth organisations, in the field of EDC/HRE?
To a fair extent
Further comments
Q3 What is needed for citizenship and human rights education to receive a greater priority in your country?
a) Improved awareness of relevance of EDC/HRE for meeting the current challenges in our societies
To a large extent
b) Availability of data on effectiveness of EDC/HRE with respect to meeting the current challenges in our societies, including examples of good practice
To a little extent
c) Advocacy by civil society organisations
To a large 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 large extent
i) Other
To a large extent
Please specify “other”
Teacher training programmes (in-service, pre-service), headmaster training programmes
Further comments
The combination of many actions of many different actors would be highly appreciated: - higher awareness within NGO sector -> stronger advocacy -> larger financial and institutional support -> greater priority for EDC/HRE - cooperation of those, who are active on the field of EDC/HRE with media -> higher awareness of broad public -> attention of politics -> ...greater priority - transfer of know-how and best-practice from abroad (e.g. trainings of experts on the field of EDC/HRE in Czech Republic by experts from CoE or other member countries) and vice versa (including study tours etc).
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?
Not at all
Please describe the existing inconsistences:
The problem is mostly visible in the phase of implementation of EDC/HRE policies. There is a great lack of “space” within education for lectures, trainings and projects relating to EDC/HRE. The CoE recommendations could help our ministry of education understand the need of more space, more special lectures etc. More lessons of Civics would be needed. Stronger accent on better practical implementation in various school practices.
Further comments
Q5 In your country, have strategic approaches / measures been taken to counter these inconsistencies, since 2012?
No
If yes, please specify:
If no, please explain why not:
There is not a strong consensus among public, Ministry of Education, NGO and other experts about the importance of EDC/HRE having higher priority in educational system. Apart of EDC/HRE there are a lot of lobbying activities in different fields and with our limited resources we are hardly able to compete with them. Therfore it is very complicated to realize any strategic measures.
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:
1. Seminars devoted to the EDC topics for teachers and education experts 2. Support for activities of schools and NGOs (EU operation programmes, state budget) 3. Targetted support of Centre for civic education (www.obcanskevzdelavani.cz) in activities aimed at implementation of the Charter, EDC/HRE activities and CoE materiál concerned with EDC/HRE 4. Systematic support of civic education in schools - stabilization of the roles of the pupils' and students´ parliaments in civic education through the experimental verification run by the Ministry of education, youth and sports of the Czech Republic 5. Regular grant development programmes of the Ministry of education, youth and sports of the Czech Republic to support civil society 6. Criteria and regular evaluation of the schools activites in this area done by the Czech school inspection
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:
Continuation of the commenced activities that were implemented during the period between 2012 and 2016. Current activities, to the maximum possible extent will focus on an active approach to the new framework of competences for democratic culture. Under a coordination of the national EDC/ HRE coordinator there has been a project submitted within the spring 2016 call for project proposals, with a hope that the Czech Republic will be (of course in the case of approval) the coordinating country of the project. A summer academy of civic education is being prepared together with the Wergeland centre. Based on the systematic support of civic education in schools - stabilization of the roles of the pupils 'and Students' Parliaments in civic education through the experimental verification run by the Ministry of Education, Youth and Sports of the Czech Republic there will be a report prepared for the Czech government .
If no, please explain why not:
Further comments
Q8 Is the Charter…
a)…available in the language(s) of your country?
Yes
b)…available in the minority language(s) of your country?
No
c)…available on the website of the Ministry of Education or another relevant body?
Yes
d)… disseminated to the target audiences by other means?
Yes
If no, please explain why not:
Further comments
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
Moderately used
f) Living Democracy' Manuals for Teachers
Scarcely used
g) A Compendium of Good Practice in HRE
Scarcely used
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
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”)
Scarcely 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
In relation to the teachers: There is no reliable data on how much the individual publications and materials are used by the teachers. Ordinary teachers often do not even know them. At least that is the experience from the terrain. It would therefore not be bad if there were some additional CoE support programmes that would be focused on getting these publications and materials directly to the teachers. The fact that the publications are translated or downloadable somewhere on the web are not enough. Despite the fact that our prints (of what had been printed) has slowly running out.
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:
There is, in the translated Charter, of course the definition given. But the question is, how much is it used and how widely. Definitions relating to EDC/HRE are not clarified in the Czech Republic. Although within the obligatory curriculum is the issue of EDC/HRE broadly anchored. The reasons of the absence of definitions are always the same: little general interest in the EC/HRE topic -> little motivation to search for definitions + lack of resources for such a process -> everything must be professionally discussed at multiple levels, notions about EDC/HRE must establish themselves among professionals and society can get used on them afterwards -> only then can the definition of EDC/HRE be shared across the society.
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.
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:
In case if education laws, policies, and strategic objectives do not explicitly refer EDC/HRE, please explain why not:
SECTION 3: POLICIES
Article 6. Formal general and vocational education
Q12 In your country is education for democratic citizenship and human rights promoted as follows in schools and colleges:
a) specific subject matter – obligatory
c) cross-curricula approach
d) whole school approach
Please provide further details including web links where appropriate:
See above - Q4. Despite the fact, the EDC/HRE is included somehow in all kinds and parts of curriculum, in practice we are still missing the key points of this branch of education.
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?
No
c) … lower secondary school (including vocational)?
No
d) … upper secondary school (including vocational)?
No
If no, please explain why not:
The last revision of the content of school curricula was made between 2005 to 2007. Since that time, activities in the Czech Republic focus on teacher education and training and on support of the activities of NGOs (further dissemination of information or the implementation of further educational events).
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
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:
- Education policy strategy for 2020 - Resolution of the Parliament of the Czech Republic to promote civic education - Concept in the field of work with youth
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?
To some extent
c) … other education staff?
To some extent
d) … youth leaders (in and out of school)?
Yes
e) … teacher trainers / trainers of trainers?
Yes
f) … parents?
No
If yes, please specify:
If no, please explain why not:
If to some extent, please specify:
Further comments
Provide examples of good practice:
Article 10. Role of non-governmental organisations (NGOs), youth organisations and other stakeholders
Q17 To what extent, in your country, is there co-operation and support between the government and the following organisations and groups that foster citizenship and human rights education?
a) Non-governmental organisations (NGOs)
To a large extent
b) Youth organisations
To a large extent
c) Community groups
To a fair extent
d) Parents' groups
To a fair extent
e) Other (please specify: ______)
To a fair extentUniversities - e.g. Civic Education Centre (independent part of Charles University in Prague)
If not at all or to a little extent, please explain why:
If to a large extent, please explain the factors for success:
Provide examples of good practice:
Further comments
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 moderate extent
If not at all or to a little extent, please explain why:
What needs to be done to obtain stronger support for such research?
Further comments
Article 13. Skills for promoting social cohesion, valuing diversity and handling differences and conflict
Q20 In your country, to what extent are educational approaches and teaching methods promoted that enable pupils/students to acquire competences to…
a) … promote social cohesion?
To a moderate extent
b) … value diversity and equality (particularly between different faiths and ethnic groups)?
To a moderate extent
c) … settle disagreements and conflicts in a non-violent manner?
To a moderate extent
d) … combat all forms of discrimination and violence (especially bullying)?
To a moderate extent
If not at all or to a little extent, please explain why:
What needs to be done to encourage more active promotion of such educational approaches and teaching methods?
Further comments
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:
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?
No
If not, please explain why not:
Example of good practice:
What is required to encourage such cooperation activities?
Further comments
Article 16. International and European co-operation
Q23 In your country, is there co-operation and collaboration on citizenship and human rights education with the following organisations / institutions?
a) Council of Europe (CoE)
Yes
b) United Nations system (UN) (including UNESCO and UN OHCHR)
Yes
c) Organisation for Security and Co-operation in Europe (OSCE)
No
d) European Union (EU) (including European Commission)
Yes
e) Other international/ European organisations
Please specify 'Other international/ European organisations'
What are your expectations from such cooperation?
Get recommendations for education policy, which at the national level to help orient policy makers and experts on substantive issues and topics relevant for implementation within the education system.
To what extent are these expectations met?
How could such cooperation be made more useful?
Further comments
Q24 In what ways is / can the Charter review process be of support to the countries? [Please rank from 1 (not useful)- 5 (very useful)]
a) An encouragement / motivation for stronger action and higher quality
5
b) An opportunity to promote good practice
5
c) A support tool for dialogue with other countries and within the country
5
d) Access to expertise from other countries and from international institutions
5
e) Other
Please specify other
Q25 What are your expectations from the Council of Europe? [Please indicate the current level of satisfaction from 1 (not useful) - 5 (very useful) for each expectation]
a) An encouragement / motivation for stronger action and higher quality
5
b) Opportunities for sharing and cooperation with other countries
5
c) Provision of a shared framework of reference / common standards
5
d) Impetus for dialogue and cooperation within the country
5
e) Authoritative encouragement to ensure respect of commitments
5
f) Technical advice / technical assistance
5
g) Access to the network of key actors in the member states through the Committee of Ministers, Parliamentary Assembly, the Congress of local and regional authorities and the INGO Conference and the HR Commissioner as well as various monitoring bodies (such as ECRI) as a means of raising visibility of EDC/HRE
5
h) Other
Please specify other
Q26 What are the key challenges to the promotion and development of citizenship and human rights education in your country? (Please indicate the level of impact of each challenge)
a) Lack of priority among decision makers (other areas given more priority)
b) Lack of awareness/interest/support among education professionals
c) Impact of the economic crisis/recession
d) Reduction/cuts in funding
e) Decentralised education system
f) Changing political context (e.g. change of government)
g) Reduction of support networks (NGOs, parent and youth groups etc.)
h) Lack of public interest and support
i) Lack of media interest and support
j) Lack of support from European organisations (Council of Europe, EU etc.)
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
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
High
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)]
4
Further comments:
FOCUS GROUP 2016: PARLIAMENTARIANS
NB: The questions below are to be addressed to the Education Commission in the National Parliament or other similar bodies
Please indicate which body has been contacted
Q30 Would you agree that citizenship and human rights education is a means to address…
a) … violent extremism and radicalisation leading to terrorism?
To a great extent
b) … integration of migrants and refugees?
To a medium extent
c) … consequences of the economic crisis / austerity measures / social exclusion?
To little extent
d) … the deficit of democratic participation of both vulnerable and non-vulnerable groups in society with the overall aim of building cohesive and equitable societies?
To a medium extent
Further comments:
Q31 What legislation has been adopted in the last 5 years or is in preparation, with a view to support and promote citizenship and human rights education?
The Education Act was amended in 2016. The aim was to incorporate the terms and conditions for inclusive 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:
Jindřich Fryč, Ministry of education, youth and sports of the Czech Republic www.msmt.cz
2. Research institutions:
Alena Hesová, National institute for education www.nuv.cz
3. Education professionals:
4. Civil society organisations:
Petr Čáp, Civic education centre Ondřej Horák, Civic education centre www.obcanskevzdelavani.cz
a. Teachers organisations:
b Youth organisations
c Children organisations
d Parents organisations
5. National human rights institutions
6. Parliaments
7. Local and regional authorities
8. International institutions
9. Medias
10. Others
