1. Education for Democracy and Human Rights Education: good practices, lessons learned and challenges from ODIHR’s perspective International Seminar on Education for Democracy 21-22 May 2012, Ulaanbaatar Pavel Chacuk, OSCE/ODIHR

2. Organization for Security and Cooperation in Europe (OSCE)

3. Basic principles  CSCE/OSCE: comprehensive and co- operative approach to security  Decisions not legally but politically binding – “commitments”  Consensus among 56 equal, sovereign states

4. Three dimensions of security  Politico-military dimension  Economic and environmental dimension  Human dimension  Human dimension commitments - Office for Democratic Institutions and Human Rights of (OSCE/ODIHR)

5. Human dimension commitments related to education Generally refer to human rights education (Copenhagen 1990; Moscow 1991 etc.) OSCE Ministerial Council, Decision No. 11/2005, “Promotion of human rights education and training in the OSCE area” – task to ODIHR to develop A Compendium of Good Practice in Human Rights Education (“Human Rights Education in the School Systems of Europe, Central Asia and North America: A Compendium of Good Practice’’)

6. EfD, HRE and the world today: Some basic Questions

7. Questions continued ‘Catchers in the Rye’ and older people (LLL) Government’s perspectives and pressures/debates around education What is education for democracy (problems of definitions vis-à-vis human rights education and what to do about it)

8. Definition of ‘Human rights education’ (World Programme for HRE) - education, training and information aiming at building a universal culture of human rights through the sharing of knowledge, imparting of skills and moulding of attitudes directed to: … (d) The enabling of all persons to participate effectively in a free and democratic society governed by the rule of law… See Article by Andre Keet (University of Pretoria) !

9. Implementation Strategy and Components of Quality Human Rights Education (in Schools) according to World Programme for HRE (2005 - ongoing) Components 1. Strategies 2. Planning 3. (School) Environment 4. Teaching and learning 5. Professional development of teaching personnel Implementation Stages 1. Analysis 2. Dev-t of a strategy 3. Implementing & monitoring 4. Evaluating

10. “Human Rights Education in the School Systems of Europe, Central Asia and North America: A Compendium of Good Practice’’ Based on - World Programme for Human Rights Education (2005 ‑ 2009), UN GA Resolution 59/113A Partners  OSCE/ODIHR,  OHCHR,  UNESCO,  Council of Europe,  Human Rights Education Associates (US-based NGO)

11. Section 1. Laws, guidelines and standards; Section 2. Approaches and practices to improve the learning environment; Section 3. Teaching and learning tools for the classroom; Section 4. Professional development for educators and other adults; and Section 5. Evaluation and assessment approaches. Structure of Compendium

12. Appropriateness (addresses core themes) Effectiveness (evidence) Originality (unique approach) Ease of use Adaptability Sustainability Approach (participatory methods) Inclusiveness What is a “good practice”?

13. Section 1. Legislative base in education Human rights principles mainstreamed in all educational system Developed with all stakeholders Ensures the implementation of international obligations related to quality education

14. Section 2. Learning Environment Respect for human rights of all members of the school community – students, teachers, administrative personnel, parents, etc. Mutual understanding, respect and responsibility Allows young people to express their opinions and participate in the life of a school Creating opportunities to communicate with the world

15. Section 3. Teaching and Learning Comprehensive approach based on human rights values and principles - Human rights concepts and practical approaches should be in all aspects of teaching and learning - Textbooks, manuals and methodology applied should be human-rights oriented

16. Section 4. Professional development for educators and other adults Key role of teachers Development of teachers and school administration in human rights Human rights of teachers Responsibility for professional support of teaching personnel

17. Section 5. Evaluation and assessment approaches. The role of evaluation of HRE What types of evaluation Who evaluates and when Methods and tools of assessments Preparation, conduction of evaluation, work with the results of evaluation

18. Guidelines on Human Rights Education in the Secondary School System Standard – setting type document aiming to support the World Programme on HRE Guiding principles related to the areas crucial for quality human rights education: – Overall Processes and Goals – Curricula – Teaching/Training and Learning Processes – Evaluation – Training, Professional Development and Support for Educators – Core Competencies (key learner outcomes)

19. ODIHR’s Education-related Areas of Work Area 1. Promoting educational approaches to combat anti-Semitism Area 2. Promoting educational approaches to Intolerance and Discrimination against Muslims Area 3. Human rights education Area 4. Education on Roma and Sinti Issues Other areas (to support civil society, legal professionals, increase women participation etc.)

20. Баярлалаа! E-mail: pavel.chacuk@odihr.pl