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They supervise theses and dissertations on international and European human rights protection on a regular basis: The chair aims to improve awareness for and education on human rights and tolerance in research and teaching, both in higher education institutions and schools. In addition to human rights education, research and teaching content include the Internet as medium for human rights policy, the rights of children, prejudice and xenophobia, right-wing extremism, Islam and human rights, as well as migration and integration.

Employees of the department regularly offer introductory lectures on human rights and human rights policy, which are aimed at all students at the university. Since , online courses on human rights education have been offered on a regular basis; these are aimed at all educators and trainers, both in schools and non-school sectors.

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Seminars are offered regularly on topics relating to the development of human rights, institutions and key players in the field of the protection of human rights, the violation of human rights, as well as the theory and practice of human rights education. These offers are tailored to students of different study courses.

A connection is always established with human-rights-related issues, such as poverty, sustainable development, globalisation and extremism. The chair has a special thematic and, at the same time, interdisciplinary structure comprising political science, philosophy, law, history and other disciplines and enjoys close links with civil organisations both in Germany and abroad, e.

The chair is also to be established as a centre of competence for human rights issues outside of the university sector — with offers for policy advisors and journalists.


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What needs to be done to encourage more active promotion of such educational approaches and teaching methods? Further comments In secondary as well as in higher education, basic and human rights are frequently integrated as a key part of curricula and module descriptions. This involves the rights of the individual, as well as the principles for structuring the community and, in particular, the importance of international interaction from an economic, political and cultural perspective.

In accordance with the framework conditions established for the Bologna Process, this creates a basis for a broad and individual acquisition of knowledge that enables students to defend human rights and to stand up for the rights of others. Many degree programmes at German universities include studies on human rights as an interdisciplinary subject, e.

In schools programmes are established, which help to settle a dispute; often pupils are trained as mediators see http: If yes, please provide links to the relevant monitoring and evaluation reports: Example of good practice: They are not subject to an evaluation with special regard to the CoE-Charter, since they are continuously revised and further developed in the context of ongoing reforms or regular revisions of educational programmes.

Polish School principals Delegation visit to Germany in December Please specify other Professionally moderated online discussion platform for school practitioners. It is also proposed to design the questionnaire focusing on particular areas. The questions below are to be addressed to the Education Commission in the National Parliament or other similar bodies. For the evaluation of the German contribution, we would like to draw your attention to the following fact: Therefore, not all existing measures or legal provisions could be taken into account for answering this survey.

To a great extent b … integration of migrants and refugees? 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? Q4 In your country, are there any inconsistencies between Not at all Please describe the existing inconsistences: Yes If yes, please specify: 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?

5.7 “Learning to participate” through formal, non-formal and informal learning

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: If these resources were not useful, please specify: 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: 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? Formal general and vocational education Q12 In your country is education for democratic citizenship and human rights promoted as follows in schools and colleges: Q13 If citizenship and human rights education is included in the curricula in your country, has it been subject to revision and updating since at Yes b … primary school?

Yes c … lower secondary school including vocational? Yes d … upper secondary school including vocational? Higher education Q14 To what extent is citizenship and human rights education provision promoted in higher education institutions in your country? The regulations on this vary across the states. The all-day school Ganztagsschulen concept enables cooperation between schools and external partners such as youth organisations and youth associations. The investment programme Future Education and Care Zukunft Bildung und Betreuung, IZBB provided the basis for implementing all-day schools and resulted in the establishment of more than 8 all-day schools between and Since then, the federal states have continued to focus on improving quality and extending all-day school activities.

The regulations relating to all-day schools are different in each federal state as the topic is dealt with at state level. In some cases, they take the form of framework agreements between the department of education and various umbrella associations and organisations. These provide the organisational and financial framework for cooperation between schools and associations, clubs and institutions on the provision of childcare and all-day schooling services. Alternatively, schools can enter into cooperation agreements with local or regional external partners.

Or they could be local educational institutions that provide extracurricular educational activities, or clubs or religious or other social organisations that give children the opportunity to take responsibility for how we live side by side in society. The 'all-day' schools approach enables schools to enter into partnerships with public-sector and independent youth services and, depending on the school's area of responsibility, allows both sides to be involved in shaping the teaching concept.

Content can include social and intercultural education, the prevention of violence, strengthening of personal skills, integration, participation and democracy. The learning provided at all-day schools is reviewed regularly. Evaluations and regular quality management ensure that learning is constantly enhanced and adapted to changing conditions. For further information on the involvement of other players in society also see Eurydice.

Outside of school , young people can learn about participation via various state-funded activities, such as volunteer schemes see chapter on Voluntary Activities or membership of a club, youth organisation, youth centre, youth club, etc. Youth organisations are places where young people can practice using democratic systems and thus have an influence on youth policy.

Child and youth work is the basis for social, political and cultural education and for creating space for young people to come together and meet in their free time in a setting of their choosing. Further important stakeholders are the so-called youth education centers, organisations of political youth education and civic involvement and civil society organisations as part of social movements.

The Child and Youth Plan of the federation Kinder- und Jugendplan des Bundes , KJP is the programme for funding youth work and the work of youth organisations on a national level. Areas funded include youth education in political subjects. Youth-led participation is the central quality aspect of child and youth organisation work.

Their training has an impact on their work and thus the quality of participation. Training is completed in line with set standards. In , the conference of youth ministers Jugendministerkonferenz adopted a catalogue of minimum requirements across Germany. The federal states also set supplementary quality standards on aspects such as the duration of training nationwide: Juleica card holders are thus certified as meeting the quality and qualification requirements for voluntary youth work.

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The card can also be used as authentication to public bodies such as information and advice centres, youth institutions, the police and consulates. Not Enabled Screen Reader: Enabled Would you like to tell us about a lower price?


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