Academic literature on the topic 'Roma Rights and Education Project'
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Journal articles on the topic "Roma Rights and Education Project"
1
Berat, David. "Roma Rights and Discrimination Based on Ethnicity in Sweden (Göteborg, Vänersborg, Stockholm and Trollhätan)." SEEU Review 13, no. 1 (December 1, 2018): 15–29. http://dx.doi.org/10.2478/seeur-2018-0003.
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Abstract This article is about the rights of the Roma in Sweden and the level of discrimination that Roma are facing. The aims and objectives of the article is theoretical and practical understanding of the situation of the Roma and their human rights through our research and analysis of reports from international organizations, civil society organizations, deep interviews and data from the collected 57 questionnaires. The data is collected during the two study visits in November 2016 and February 2017. The article sumarises the actual situation of the Roma in Sweden and shows new data I have collected while visiting Göteborg, Stockholm, Vänersborg and Trollhättan. I did 4 deep interviews with representatives from Civil Right Defenders, Kronan School and members from UNHCR Sweden. The interviews were composed out of 22 questions about the current condition of Roma in Sweden, implemented projects for improving the Roma human rights, discrimination, police harasment, Roma register, legal remedies against discrimination, financial benefits if persuing education, non-governmental organization working for and with Roma, equitable representation of Roma in the state bodies, affirmative actions (positive discrimination), Romani political parties, allocated funds for projects improving the Romani situation, system of minority right protection, equality of Roma among the Swedish citizens. The questionnaire about discrimination is composed out of 15 questions about the forms of discrimination, feeling or witnesing discrimination, discrimination in delivering services, discrimination in employment, and reporting discrimination.
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Anghel, Ionuţ Marian. "New Forms of Government and the Europenisation of Minority Representation: the Case of European Roma." European Journal of Social Sciences Education and Research 1, no. 1 (May 1, 2014): 48. http://dx.doi.org/10.26417/ejser.v1i1.p48-55.
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The situation of roma since the fall of socialism is a paradox. On the one hand, many organizations, international governing organizations (IGOs), such as the European Union (Council of Europe, European Commission, European Parliament), the Organization for Security and Cooperation in Europe, the World Bank and the United Nations (UNDP, UNICEF, ILO), local and international/transnational NGOs, government agencies are involved in projects for Roma to improve their situation in Europe. Roma have become the target of social inclusion programs of the European Union (EU), the Decade of Roma Inclusion - a project of the Open Society Foundation and the World Bank -, Strategies for improving the situation of Roma developed by governments in Southeastern Europe. On the other hand, Roma continue to be marginalized, discriminated against, politically underrepresented, with a higher probability of being unemployed, not having access to public services - education, health , housing - compared with the majority population. This paper seeks to understand how was it possible to understand the recent shift from the representation of the Roma as a non-European minority, which lasted since their arrival in Europe until the fall of socialist regimes, to their representation as an European minority as it is shown in documents of the European institutions and the World Bank? How did Roma appear on the EU social inclusion agenda, the Human Development agenda of UNDP or the minority rights agenda of OSCE?
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Riddell, Sheila. "The rights of children from Gypsy/Traveller and Roma backgrounds in Scotland." Hungarian Educational Research Journal 12, no. 1 (March 24, 2022): 37–51. http://dx.doi.org/10.1556/063.2021.00088.
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Abstract The Scottish Government has a strong commitment to strengthening children’s human rights, with the aim of making Scotland ‘the best place to grow up and bring up children’. The Education (Scotland) Act 2016 introduced a raft of measures to boost the rights of children with additional support needs (ASN). The programme for government in Scotland, published in September 2020, included a commitment to incorporate the UN Convention of the Rights of the Child into Scottish domestic legislation. In order to examine the extent to which the rights of Gypsy/Traveller children are being respected in practice, this paper draws on an analysis of official statistics conducted as part of an ESRC funded project entitled Autonomy, Rights and Children with Special Needs: A New Paradigm? (ES/P002641/1), which ran from 2018 to 2020. In addition, the paper uses findings from an Independent Children’s Rights Impact Assessment which was carried out in summer 2020 with a view to investigating the impact of the emergency measures implemented during the Covid-19 pandemic. Under the terms of the Coronavirus Act 2020, schools across the UK were closed, with widespread implications for children and young people, particularly those with additional support needs. The central aim of this paper is to explore the impact of the emergency measures on the recently enhanced rights of children with ASN, with a particular focus on the rights of children from Gypsy/Traveller backgrounds. I conclude that people living itinerant lives experience long-standing exclusion from mainstream schooling and wider society, and their marginal status has been reinforced during the recent pandemic when children’s human rights have been side-lined.
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Bobic, Mirjana. "Transition to parenthood: New insights into socio-psychological costs of childbearing." Stanovnistvo 56, no. 1 (2018): 1–25. http://dx.doi.org/10.2298/stnv180403003b.
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Multiculturalism policy in Serbia is an example of compromises made by monoculturalists between the issues surpassing the conservative paradigm of tolerance for ethnic and cultural differences and the normative protection of their identities. An unsystematised approach to shaping multiculturalism policy led to disregard or misinterpretation of demographic factors. Through the examples of how the rights to ethnic and cultural identities are obstructed for the Bosniak population in Priboj and Aromanians in Serbia, and the analysis of problems stemming from the centralist organisation of minority selfgovernments, the paper points to the weaknesses of the current multiculturalism policy and the need for introducing demographic criteria for it to be brought into line with the nature of multiethnicity in the country. The paper points to the issues and difficulties arising from this for the Roma national minority in the realisation of their rights. Despite of being a large national minority, its members are not able to enjoy full cultural autonomy because the realisation of rights is not in line with the demographic characteristics of the Roma. A reform of the multiculturalism policy would remove the existing obstacles and enable effective protection of ethnic, cultural and linguistic identities of minorities. Multiculturalism policy in Serbia is an example of compromises made by monoculturalists between the issues surpassing the conservative paradigm of tolerance for ethnic and cultural differences and the normative protection of their identities. An unsystematised approach to shaping multiculturalism policy led to disregard or misinterpretation of demographic factors. Through the examples of how the rights to ethnic and cultural identities are obstructed for the Bosniak population in Priboj and Aromanians in Serbia, and the analysis of problems stemming from the centralist organisation of minority selfgovernments, the paper points to the weaknesses of the current multiculturalism policy and the need for introducing demographic criteria for it to be brought into line with the nature of multiethnicity in the country. The paper points to the issues and difficulties arising from this for the Roma national minority in the realisation of their rights. Despite of being a large national minority, its members are not able to enjoy full cultural autonomy because the realisation of rights is not in line with the demographic characteristics of the Roma. A reform of the multiculturalism policy would remove the existing obstacles and enable effective protection of ethnic, cultural and linguistic identities of minorities. Multiculturalism policy in Serbia is an example of compromises made by monoculturalists between the issues surpassing the conservative paradigm of tolerance for ethnic and cultural differences and the normative protection of their identities. An unsystematised approach to shaping multiculturalism policy led to disregard or misinterpretation of demographic factors. Through the examples of how the rights to ethnic and cultural identities are obstructed for the Bosniak population in Priboj and Aromanians in Serbia, and the analysis of problems stemming from the centralist organisation of minority selfgovernments, the paper points to the weaknesses of the current multiculturalism policy and the need for introducing demographic criteria for it to be brought into line with the nature of multiethnicity in the country. The paper points to the issues and difficulties arising from this for the Roma national minority in the realisation of their rights. Despite of being a large national minority, its members are not able to enjoy full cultural autonomy because the realisation of rights is not in line with the demographic characteristics of the Roma. A reform of the multiculturalism policy would remove the existing obstacles and enable effective protection of ethnic, cultural and linguistic identities of minorities. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. III 47010: Social transformations in the process of European integration - a multidisciplinary approach]
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Hennecke, Angelika. "Sprachenvielfalt und Sprachenpolitik in Kolumbien: das Projekt der Ethnischen Bildung." Linguistik Online 119, no. 1 (March 3, 2023): 67–94. http://dx.doi.org/10.13092/lo.119.9505.
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This article deals with the linguistic situation in Colombia. In addition to its enormous biological and geographical diversity, Colombia also has an astonishing number of autochthonous languages that still exist. In total, there are 65 indigenous languages, two Creole languages and the Romani of the Roma community. First, the status quo of these languages is outlined. Special attention is given to language policy and language maintenance, because the current legally protected rights of the indigenous peoples, also with regard to the use of their own languages, required a longstanding struggle. The most important stages of this development are outlined, starting with the constitution of 1991. The project of ethnic education, initiated in 1985, is an outstanding example for all of Latin America with regard to an inclusive language and cultural policy. The most important milestones of this development are briefly discussed. The long way to achieving equal participation of the autochthonous peoples, the protection and preservation of their languages is not over yet. For this reason, the article concludes with a look at the latest language and cultural policy project, the Ten-Year Plan for Native Languages in Colombia, which will set the guidelines for language policy between 2022 and 2032.
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Кючуков Хрісто and Віллєрз Джіл. "Language Complexity, Narratives and Theory of Mind of Romani Speaking Children." East European Journal of Psycholinguistics 5, no. 2 (December 28, 2018): 16–31. http://dx.doi.org/10.29038/eejpl.2018.5.2.kyu.
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The paper presents research findings with 56 Roma children from Macedonia and Serbia between the ages of 3-6 years. The children’s knowledge of Romani as their mother tongue was assessed with a specially designed test. The test measures the children’s comprehension and production of different types of grammatical knowledge such as wh–questions, wh-complements, passive verbs, possessives, tense, aspect, the ability of the children to learn new nouns and new adjectives, and repetition of sentences. In addition, two pictured narratives about Theory of Mind were given to the children. The hypothesis of the authors was that knowledge of the complex grammatical categories by children will help them to understand better the Theory of Mind stories. The results show that Roma children by the age of 5 know most of the grammatical categories in their mother tongue and most of them understand Theory of Mind.
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Georgiadis, Fokion, Dragana Nikolajevic, and Barry van Driel. "Evaluating a project on Roma education." Intercultural Education 22, no. 1 (February 2011): 105–13. http://dx.doi.org/10.1080/14675986.2011.549649.
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Pogány, István. "Refashioning Rights in Central and Eastern Europe: Some Implications for the Region’s Roma." European Public Law 10, Issue 1 (March 1, 2004): 85–106. http://dx.doi.org/10.54648/euro2004006.
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This article seeks to provide some insight into the multiple human rights challenges facing the Roma of Central and Eastern Europe (CEE). Under Communism, the bulk of the Roma benefited from wide-ranging social and economic rights introduced in the CEE states including rights to work, housing, healthcare and education. Paradoxically, the transition to democracy, economic liberty and a new emphasis on civil and political rights has precipitated a massive crisis for the region’s Roma. Subject to spiralling unemployment and sharply escalating living costs, most Roma have not been able to take advantage of the political, cultural or economic opportunities now available to them. Similarly, the recognition of minority rights in both regional instruments and national legislation, particularly since 1990, has had relatively little impact on the Roma of Central and Eastern Europe. Against a background of heightened racial animosity and persistent assaults on Roma victims, many Roma are afraid to assert their identity. For the mass of impoverished Roma, notions of minority rights are irrelevant. Finally, the article explores the failure of criminal justice systems in Central and Eastern Europe to respond to widespread physical intimidation directed against Roma subjects.
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Atanasoski, Neda. "Roma rights on the world wide web." European Journal of Cultural Studies 12, no. 2 (May 2009): 205–18. http://dx.doi.org/10.1177/1367549409102427.
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This article addresses contemporary Roma rights issues in Central and Eastern Europe by exploring the relationship between internet technologies and the discourses surrounding human rights and the post-socialist transition. Because the Roma are a transnational European minority ethnic group, they have been used as a 'test case' by western human rights groups to evaluate minority rights in post-socialist nations. The article highlights the role of new media technologies in redirecting concerns about the lack of human rights in Europe as a whole to the former Eastern bloc countries. It draws attention to the limits of western liberal discourses and new media technologies to redress racial and material discrimination against the Roma.
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New, William S., Hristo Kyuchukov, and Jill de Villiers. "‘We don’t talk Gypsy here’: Minority language policies in Europe." Journal of Language and Cultural Education 5, no. 2 (May 24, 2017): 1–24. http://dx.doi.org/10.1515/jolace-2017-0015.
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AbstractThe Roma constitute an ideal case of educational injustice meeting linguistic difference, racism, social marginalization, and poverty. This paper asks whether human-rights or capabilities approaches are best suited to address issues related to the language education of Roma students in Europe. These children are disadvantaged by not growing up with the standard dialect of whatever language is preferred by the mainstream population, and by the low status of the Romani language, and non-standard dialect of the standard language they usually speak. We examine language education for Roma students in Croatia, the Czech Republic, and Bulgaria, describing similarities and differences across contexts. We explain weak and strong version of language rights arguments, and the ways these principles are expressed, and not expressed in education policies. Sen’s capabilities approach can be employed to generate contextualized visions of education reform that speak directly to disadvantages suffered by Roma children.
Dissertations / Theses on the topic "Roma Rights and Education Project"
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Caceres, Felipe Chinalli. "Educação e cultura em direitos humanos na ordem internacional." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/2/2140/tde-05122013-154918/.
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Considerando a atual situação do Direito à Educação em Direitos Humanos no Brasil e no mundo e a importância de se inserir nos sistemas educacionais a proposta da gestão de um plano em Direitos Humanos, balizada por interculturalidade e interacionismo, a presente pesquisa tem como objetivo institucionalizar a promoção do acesso aos conhecimentos multiculturalistas, inerentes à afirmação histórica dos Direitos Humanos. Entendemos que tanto os alunos quanto os educadores são sujeitos dos direitos históricos da humanidade. Assim, diagnosticamos a necessidade de uma intervenção pedagógica humanista nas escolas a ser institucionalizada por uma cultura em educação alternativa contida no projeto-piloto, ora anexado.Considering the actual state of the Right to Human Rights Education in Brazil, its global present context and the importance to insert its proposals in the educational systems as a political action of a Human Rights plan, oriented by interculturality and interactionism, in this research the main objective has been to institutionalize the promotion of access to multicultural knowledge, associated to the historical affirmation of Human Rights, and to view the students and the educators as mankinds historical rights subjects. It has also been diagnosticated the urgency of a humanistic pedagogical intervention in schools yet to be institutionalized by an alternative educational culture, included in the attached pilot project.
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Hamvas, Sharmin Chowdhury. "The race equality directive 2000/43/ec : is it effective in the EU accession states in ensuring the rights of Roma minority (in accessing mainstream education and labour market)? : a case study on Hungary." Thesis, Brunel University, 2017. http://bura.brunel.ac.uk/handle/2438/14313.
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The thesis examines the effectiveness of acquis communautaire on anti-discrimination with a focus on the Roma minority in the EU accession state - Hungary. Therefore, it critically evaluates the European Union’s (EU) competence in terms of monitoring and enforcement of relevant legislation, such as the Race Equality Directive 2000/43/EC (RED), which is central to the research question. The thesis argues that the EU needs to demonstrate a firmer grip on this issue along with a consistent application of its legislation including the RED under the acquis communautaire in order to have a visible impact on the ground. The scenario is compounded by the implementation and enforcement mechanisms of Hungary despite having an elaborate legal and policy framework for minority protection. The doubt on the ‘political will’ of both the EU and Hungary emerged repeatedly throughout the thesis, which signifies the relative weight of the topic. An empirical study conducted through expert interviews in Hungary supplemented the existing data and enabled to identify the ‘causal factors’ behind the implementation and enforcement issues of policy and legislation under the auspices of the RED. The thesis concludes that legislation will prove to be impracticable; unless and until societal dialogue can be established, especially between the minority and the majority at a local level. Thus, there is scope for making recommendations in line with the identified ‘causal factors’ from interdisciplinary perspectives in the context of the competences of both the EU and Hungary.
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PEREIRA, LUCILEIA. "YOUTH PARTICIPATION AND RIGHTS: YOUTH PERCEPTIONS ABOUT THEIR PARTICIPATION ON THE FEDERAL GOVERNMENT PROJECT PROJOVEM (NATIONAL PROGRAM OF INCLUSION OF YOUNG: EDUCATION, QUALIFICATION AND COMMUNITARIAN ACTION)." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11064@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICOEsta dissertação aborda as percepções de jovens sobre sua participação no PROJOVEM. O estudo foi realizado em seis estações da juventude na cidade do Rio de Janeiro onde o programa foi implantado. A reflexão é acerca do direito à participação da juventude nas políticas públicas de promoção da cidadania, conforme proposto pela Constituição Federal de 1988, pelo Estatuto da Criança e do Adolescente de 1990 e pelo Estatuto da Juventude de 2004, nos quais as políticas públicas para este segmento são concebidas como um direito. A análise da participação e direitos à juventude brasileira da atualidade, se impõe como necessidade perante o grande contingente jovem e à situação de vulnerabilidade que se encontra grande parte desse contingente. A pesquisa demonstra que o PROJOVEM é percebido pelos jovens entrevistados não somente como um direito, mas também como um favor. Em alguns aspectos os jovens reconhecem benefícios nesta iniciativa do governo, no entanto, não acreditam que venha promover uma mudança em sua condição de vida, pois não atende suas expectativas de direitos igualitários. Os jovens demonstram estar conscientes de seus direitos, participação e responsabilidades.
This dissertation explores the perception of youth about their participation on the Federal Government Project known as PROJOVEM. The research took place in six different establishments where the project was implemented in the city of Rio de Janeiro. The main focus is on the right to participation for youth guaranteed in the Brazilian Constitution of 1988, in the National Statute for Children and Youth created in 1990 and also by the Youth Statute from 2004. The analyses of youth participation and their rights have a particular importance considering the number of youth in Brazil living in vulnerable situations. The research has demonstrated that the youth interviewed perceives PROJOVEM as a right but at the same time as a favor. Even though they recognize that this federal project offer alternatives in general they feel that it won´t change their life conditions. The youth demonstrated to have a good understanding of their rights and responsibilities.
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Johnson, Alice Rowland. "Speak Truth to Power. Popular education and rights-based approaches in refugee community interpreter training: A systematization of the experiences of the Cairo Community Interpreter Project from the years of 2002-2018." Doctoral thesis, Universitat Autònoma de Barcelona. Programa de Doctorat en Traducció i Estudis Interculturals, 2021. http://hdl.handle.net/10803/673114.
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L'objectiu d'aquesta recerca doctoral és explorar els usos de l'educació popular i la perspectiva basada en els drets a la formació d'intèrprets comunitaris que treballen en entorns de refugiats i migració, mitjançant l'examen de el cas de el Projecte d'Intèrprets Comunitaris del Caire ( CCIP), amb el Caire, Egipte.
En els marcs metodològics de la investigació acció participativa, l'estudi va realitzar una sistematització d'experiències de la CCIP, amb els actors involucrats en els programes de formació de la CCIP des de 2002 a 2018.
Les dades d'aquest estudi indiquen que els graduats de l'CCIP representen un perfil de refugiats amb alts nivells d'educació i motivació per servir a la seva comunitat, i que treballen activament per millorar els sistemes d'interpretació a les organitzacions que serveixen als refugiats.El objetivo de esta investigación doctoral es explorar los usos de la educación popular y los enfoques basados en los derechos en la formación de intérpretes comunitarios que trabajan en entornos de migración y refugiados, mediante el examen del caso del Proyecto de Intérpretes Comunitarios de El Cairo (CCIP), con sede en El Cairo, Egipto. Dentro de los marcos metodológicos de la investigación acción participativa, el estudio realizó una sistematización de experiencias de la CCIP, con los actores involucrados en los programas de formación de la CCIP desde 2002 hasta 2018. Los datos de este estudio indican que los graduados de CCIP representan un perfil de refugiados con altos niveles de educación y motivación para servir a su comunidad, y que trabajan activamente para mejorar los sistemas de interpretación en las organizaciones que sirven a los refugiados.
The objective of this doctoral research is to explore the uses of popular education and rights-based approaches in the training of community interpreters working in refugee and migration settings, by examining the case of the Community Interpreters Project of El Cairo (CCIP), based in Cairo, Egypt. Within the methodological frameworks of participatory action research, the study carried out a systematization of experiences of the CCIP, with the actors involved in the CCIP training programs from 2002 to 2018. The data from this study indicates that CCIP graduates represent a profile of refugees with high levels of education and motivation to serve their community, and that they actively work to improve interpretation systems in organizations that serve refugees.
Universitat Autònoma de Barcelona. Programa de Doctorat en Traducció i Estudis Interculturals
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Pimentel, Fabiana Soares. "Infâncias e direitos das crianças na educação infantil: uma análise a partir do projeto político pedagógico." Universidade Federal de Goiás, 2013. http://repositorio.bc.ufg.br/tede/handle/tede/3393.
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This research is developed for Post Graduate program in Education of the Federal University of Goiás – Catalão campus, related to the Research: Educational Practices, Educational Politics and Inclusion. The research is a subject that expresses an urgency of early childhood education: the articulation between the Political Educational Project and the assurance of children’s rights, focusing on the politics implemented in the last decades and the educational practices. The goal of this research is to comprehend if the Political Educational Project is an instrument of organization in the political and educational in which reveals and effectively has a child as the subject of rights. The methodology of investigation was fundamental in the qualitative research and instrumental in obtaining the data involved, registered from multiple interviews and from outside studies. The documental analysis, we worked with official documents that focused on Childhood Education, elaborated by MEC, from SME, through the Municipal Counselor of Education of Goiania, and from Researched Institutions (Political Educational Project). The empirical research was accomplished in two phases, being that the first one was constituted by observations and data from two Municipal Centers of Education in Goiania, and the second one was accomplished by interviewing in such institutions. The theoretical reference utilized for the analysis and the critical reflection of the subject of study was created from different authors with significant production on the Educational Politics, as well as the practical education focused on childhood, such as: Ariés (1981); Charlot (1986); Kramer (1995); Kuhlmann Jr. (2001); Merisse (1997); Rizzinni (2008); Rosemberg (1989); Haddad (1991) and others. The results of this study indicated that starting on the second half of the XX century, in which the history of the childhood in Brazilian children was created, and consequently the formulation of its conceptions, it was defined by its judicial and legal system. Therefore, it’s considered that without the knowledge of childhood, children and its rights are in relation to the historical, logical and the concrete conditions and goals of political projects and educational institutions of childhood, conceptions of childhood and children, continues to be abstract. I emphasize of the necessity to comprehend the process of building early childhood education, in which will guaranty, above all, the children’s rights.
A presente pesquisa está vinculada ao Programa de Pós-graduação em Educação da Universidade Federal de Goiás – Campus Catalão, na Linha de Pesquisa: Práticas Educativas, Políticas Educacionais e Inclusão. Investigamos um tema que expressa uma urgência significativa para a educação infantil: a relação/articulação entre Projeto Político Pedagógico e a garantia dos direitos da criança, destacando-se as políticas implementadas nas últimas décadas e as práticas educativas. A investigação teve como objetivo compreender como o Projeto Político Pedagógico é um instrumento de organização do trabalho político e pedagógico que revele e efetive a criança como sujeito de direitos. A metodologia da investigação fundamentou-se na pesquisa qualitativa e os instrumentos para a obtenção dos dados abrangeram observações, registros em diário de campo e entrevistas. Na analise documental, trabalhamos com documentos oficiais, voltados para a Educação Infantil, elaborados pelo MEC, pela SME, pelo Conselho Municipal de Educação de Goiânia, e pelas Instituições Pesquisadas (Projeto Político Pedagógico). A pesquisa empírica foi realizada em duas etapas, sendo a primeira constituída por observações e registros em dois Centros Municipais de Educação Infantil em Goiânia, a segunda por realização de entrevistas nessas instituições. O referencial teórico utilizado para análise e reflexão crítica do objeto de estudo foi constituído a partir de autores com produção significativa tanto no campo das políticas educacionais, quanto na área das práticas educativas para Educação Infantil como: Ariés (1981); Charlot (1986); Kramer (1995); Kuhlmann Jr. (2001); Merisse (1997); Rizzinni (2008); Rosemberg (1989); Haddad (1991) e outros. Os resultados desse estudo indicaram que a partir da segunda metade do século XX, aquilo que se constitui história da infância e da criança brasileira, e consequentemente a formulação de suas concepções, foi sintetizada pelo recorte do aparato jurídico-legal. Portanto, considera-se que sem a apreensão daquilo que se entende por infância, criança e seus diretos no campo da relação entre lógico-histórico e das condições concretas e objetivas e dos projetos políticos pedagógicos das instituições de educação infantil, a concepção e efetivação de infância, criança e seus direitos, continuam abstratas. Por fim, enfatiza-se a necessidade de compreender os processos de construção da Educação Infantil, que garantam, acima de tudo, os direitos das crianças.
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Fava, Carolina Zanelli Silva. "Educação em direitos humanos contemplada nos projetos político-pedagógicos dos centros de internação da Fundação CASA do interior do estado de São Paulo e suas escolas vinculadoras." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/155939.
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O estudo tem por objetivo verificar se conteúdos, valores, metodologia participativa, cidadania e práticas relativos à Educação em Direitos Humanos (EDH) estão presentes nos Projetos Político-Pedagógicos que orientam a Fundação CASA e as escolas vinculadoras, que respondem pela educação formal de adolescentes que cumprem medida socioeducativa em regime fechado no estado de São Paulo. A EDH tornou-se obrigatória no Brasil a partir de 2012, com a formulação de Diretrizes Nacionais para Educação em Direitos Humanos pelo Conselho Nacional de Educação; antes disso, porém, o Estado brasileiro já havia se comprometido com este tipo de educação por meio do Plano Nacional de Educação em Direitos Humanos e do Programa Nacional de Direitos Humanos. No estado de São Paulo, a instituição responsável pelos adolescentes que cumprem medida socioeducativa de internação é a Fundação CASA, e o direito à educação formal desses adolescentes é garantido por meio de escolas estaduais vinculadoras, que atuam dentro dos centros da Fundação. A abordagem do problema é qualitativa e os objetivos do estudo são exploratórios. Os procedimentos técnicos são pesquisa bibliográfica, com o intuito de definir conceitualmente os objetos centrais do estudo, e a análise documental. Toma-se como referência os documentos nacionais que trazem indicações e recomendações sobre como desenvolver a EDH em todas as redes e modalidades de ensino; por se tratarem de documentos oficiais do Estado Brasileiro, espera-se que suas orientações estejam presentes nos PPPs de educação básica do país e, ao mesmo tempo, as orientações oriundas da lei sobre sistema socioeducativo estejam presentes nas instituições que realizam esse processo, de acordo com o Sistema de Garantia de Direitos da Criança e do Adolescente. O percurso metodológico deu-se por meio da realização de duas etapas sucessivas. A primeira consiste na elaboração de um instrumento de análise que consiste na síntese de orientações convergentes e recorrentes nos documentos que pudessem ser sintetizadas em critérios legítimos e coerentes com os documentos que embasam a EDH. A segunda foi a análise dos PPPs. Foram analisados três PPPs de escolas e dois PPPs da Fundação CASA. Os resultados indicam que os conteúdos, valores, metodologia participativa, cidadania e práticas relativos à EDH estão presentes nas escolas, cerca de 50% dos critérios estabelecidos pelo instrumento estão contemplados pelos documentos. Em relação aos PPP-CASA, observa-se que a dimensão que encontra maior correspondência entre os critérios estabelecidos e os documentos analisados são os valores. Quanto aos critérios relativos aos conteúdos da EDH, observa-se que cerca de 50% são contemplados. As metodologias participativas, a cidadania e as práticas de EDH são as dimensões menos presentes nos documentos analisados. No entanto, nota-se, também, que a referência direta aos Direitos Humanos e conteúdos que tratam especificamente desses direitos é pequena.
This study aims at verifying if contents, values, participatory methodology, citizenship and practices related to Human Rights Education (HRE) are present in Political- Pedagogical Projects that guide CASA Foundation and linking schools that respond for the formal education of adolescents who they comply with a socio-educational measure in a closed regime in the State of São Paulo. EDH became mandatory in Brazil in 2012 with formulation of National Guidelines for Education in Human Rights by the National Education Council, before that, however, the Brazilian State had already committed to this type of education through the Plan National Human Rights Education and the National Human Rights Program. In the state of São Paulo, the institution responsible for the adolescents that comply with socio-educational measures of hospitalization is CASA Foundation and the right to formal education of these adolescents is guaranteed through state schools that work within the Foundation’s centers. The approach to the problem is qualitative and the objectives of the study are exploratory. Technical procedures are bibliographic research with the purpose of defining conceptually the central objects of study and documentary analysis. It is taken as a reference the national documents that provide indications and recommendations on how to develop HRE in all networks and teaching modalities, because they are official documents of the Brazilian State, it is expected that their orientations will be present in basic education PPPs of the country and at the same time the guidelines from the law on socio-educational system are present in the institutions that carry out this process, according to the System of Guarantee of Rights of the Child and the Adolescent. The methodological course was accomplished through two successive stages. Firstly, the elaboration of an analysis instrument consisting of the synthesis of convergent and recurrent orientations in documents that could be synthesized in criteria that are legitimate and consistent with the documents that support the HRE. The second step was the analysis of PPPs. Three PPPs from schools and two PPPs from CASA Foundation were analyzed. Results indicate that content, values, participatory methodology, citizenship and practices related to HRE are present in schools, about 50% of the criteria established by the instrument are covered by the documents. About PPPCASA, it is observed that the dimension that finds the highest correspondence between established criteria and analyzed documents are values. Regarding the contents of EDH, it is observed that around 50% are contemplated. Participatory methodologies, citizenship and HRE practices are the least present dimensions in the documents analyzed. However, it is also noted that direct reference to Human Rights and contents that specifically deal with these rights is small.
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Daly, Marwa El. "Challenges and potentials of channeling local philanthropy towards development and aocial justice and the role of waqf (Islamic and Arab-civic endowments) in building community foundations." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät III, 2012. http://dx.doi.org/10.18452/16511.
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Diese Arbeit bietet eine solide theoretische Grundlage zu Philanthropie und religiös motivierten Spendenaktivitäten und deren Einfluss auf Wohltätigkeitstrends, Entwicklungszusammenarbeit und einer auf dem Gedanken der sozialen Gerechtigkeit beruhenden Philanthropie. Untersucht werden dafür die Strukturen religiös motivierte Spenden, für die in der islamischen Tradition die Begriffe „zakat“, „Waqf“ oder im Plural auch „awqaf-“ oder „Sadaqa“ verwendet werden, der christliche Begriff dafür lautet „tithes“ oder „ushour“. Aufbauend auf diesem theoretischen Rahmenwerk analysiert die qualitative und quantitative Feldstudie auf nationaler Ebene, wie die ägyptische Öffentlichkeit Philanthropie, soziale Gerechtigkeit, Menschenrechte, Spenden, Freiwilligenarbeit und andere Konzepte des zivilgesellschaftlichen Engagements wahrnimmt. Um eine umfassende und repräsentative Datengrundlage zu erhalten, wurden 2000 Haushalte, 200 zivilgesellschaftliche Organisationen erfasst, sowie Spender, Empfänger, religiöse Wohltäter und andere Akteure interviewt. Die so gewonnen Erkenntnisse lassen aussagekräftige Aufschlüsse über philanthropische Trends zu. Erstmals wird so auch eine finanzielle Einschätzung und Bewertung der Aktivitäten im lokalen Wohltätigkeitsbereich möglich, die sich auf mehr als eine Billion US-Dollar beziffern lassen. Die Erhebung weist nach, dass gemessen an den Pro-Kopf-Aufwendungen die privaten Spendenaktivitäten weitaus wichtiger sind als auswärtige wirtschaftliche Hilfe für Ägypten. Das wiederum lässt Rückschlüsse zu, welche Bedeutung lokale Wohltätigkeit erlangen kann, wenn sie richtig gesteuert wird und nicht wie bislang oft im Teufelskreis von ad-hoc-Spenden oder Hilfen von Privatperson an Privatperson gefangen ist. Die Studie stellt außerdem eine Verbindung her zwischen lokalen Wohltätigkeits-Mechanismen, die meist auf religiösen und kulturellen Werten beruhen, und modernen Strukturen, wie etwa Gemeinde-Stiftungen oder Gemeinde-„waqf“, innerhalb derer die Spenden eine nachhaltige Veränderung bewirken können. Daher bietet diese Arbeit also eine umfassende wissenschaftliche Grundlage, die nicht nur ein besseres Verständnis, sondern auch den nachhaltiger Aus- und Aufbau lokaler Wohltätigkeitsstrukturen in Ägypten ermöglicht. Zentral ist dabei vor allem die Rolle lokaler, individueller Spenden, die beispielsweise für Stiftungen auf der Gemeindeebene eingesetzt, wesentlich zu einer nachhaltigen Entwicklung beitragen könnten – und das nicht nur in Ägypten, sondern in der gesamten arabischen Region. Als konkretes Ergebnis dieser Arbeit, wurde ein innovatives Modell entwickelt, dass neben den wissenschaftlichen Daten das Konzept der „waqf“ berücksichtigt. Der Wissenschaftlerin und einem engagierten Vorstand ist es auf dieser Grundlage gelungen, die Waqfeyat al Maadi Community Foundation (WMCF) zu gründen, die nicht nur ein Modell für eine Bürgerstiftung ist, sondern auch das tradierte Konzept der „waqf“ als praktikable und verbürgte Wohlstätigkeitsstruktur sinnvoll weiterentwickelt.This work provides a solid theoretical base on philanthropy, religious giving (Islamic zakat, ‘ushour, Waqf -plural: awqaf-, Sadaqa and Christian tithes or ‘ushour), and their implications on giving trends, development work, social justice philanthropy. The field study (quantitative and qualitative) that supports the theoretical framework reflects at a national level the Egyptian public’s perceptions on philanthropy, social justice, human rights, giving and volunteering and other concepts that determine the peoples’ civic engagement. The statistics cover 2000 households, 200 Civil Society Organizations distributed all over Egypt and interviews donors, recipients, religious people and other stakeholders. The numbers reflect philanthropic trends and for the first time provide a monetary estimate of local philanthropy of over USD 1 Billion annually. The survey proves that the per capita share of philanthropy outweighs the per capita share of foreign economic assistance to Egypt, which implies the significance of local giving if properly channeled, and not as it is actually consumed in the vicious circle of ad-hoc, person to person charity. In addition, the study relates local giving mechanisms derived from religion and culture to modern actual structures, like community foundations or community waqf that could bring about sustainable change in the communities. In sum, the work provides a comprehensive scientific base to help understand- and build on local philanthropy in Egypt. It explores the role that local individual giving could play in achieving sustainable development and building a new wave of community foundations not only in Egypt but in the Arab region at large. As a tangible result of this thesis, an innovative model that revives the concept of waqf and builds on the study’s results was created by the researcher and a dedicated board of trustees who succeeded in establishing Waqfeyat al Maadi Community Foundation (WMCF) that not only introduces the community foundation model to Egypt, but revives and modernizes the waqf as a practical authentic philanthropic structure.
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John, Vaughn Mitchell. "Communities of learning and action? : a case study of the human rights, democracy and development project, 1999-2005." Thesis, 2009. http://hdl.handle.net/10413/1366.
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Enduring levels of illiteracy point to a long-term failure to address one of society's more solvable problems. The conditions giving rise to illiteracy are systemic and complex, but also deeply personal. Such conditions are invariably linked to histories of neglect, domination and injustice. Lying in a small, marginal space between limited, ongoing provision of adult basic education and training (ABET) from the South African state and industry, on the one hand, and state-led mass literacy campaigns, on the other, is the ABET work of non-governmental organizations (NGOs). This thesis examines a case of ABET within this alternative NGO sector at a time of heightened attention to the challenges of illiteracy in the global arena and a time of major transition in South Africa. It focuses on the Human Rights, Democracy and Development (HRDD) project in rural KwaZulu-Natal as a case of NGO-Ied ABET provision in community settings. The HRDD project attempted to combine ABET with livelihood and citizenship education. Its vision was to foster communities of learning and action. Using case study methodology within a critical paradigm, this study set out to critically document, narrate, analyse and theorise the practices, learning, and identity development within the HRDD project. The entire HRDD project serves as the unit of analysis for the case study. Data collection included 28 in-depth interviews with learners, educators and project partners and analysis of more than 100 project documents. The HRDD project provides opportunities to study adult learning and to examine a range of different types and purposes for learning. In this regard, the theories of Paulo Freire (1970; 1994), Jack Mezirow (1975; 1991), and Lave and Wenger (1999) are explored in setting up theoretical frames through which to understand and theorise learning in the project. The HRDD project provides an excellent opportunity to examine the processes of educator development within a community-based project and to examine the early stages of a community of practice (Wenger, 1998; Lave & Wenger, 1999; Lave, 1993) in which educators could learn the practice of "adult basic education" and find a network of support. A further theoretical frame which emerged during the process of the study and which showed relevance and promise for theorizing the relational and social network aspects of the study is Social Capital theory (Bourdieu, 1986; Putnam 2000; Coleman, 1990). This frame suggested the notions of depleted social capital and fracture as significant characteristics of the post-conflict status of the HRDD context. This thesis highlights the importance of paying close attention to the lives of learners and educators in educational projects and for viewing the project within the lives of learners and educators rather than viewing learners and educators in the life of the project. The thesis illuminates and contrasts such multiple perspectives and also highlights the importance of context and history as primary shapers of learning and action. This thesis ends with discussion of an emergent conceptual model of the HRDD project. The model contains four project dimensions, namely, learning, identity, personal transformation and social change. In addition, it includes four pedagogical devices, which are, reflection, dialogue, action and relationships. Finally, the model also reflects four major contextual factors, namely, poverty, patriarchy, power struggles and a post-conflict status. The concepts integrated in the model emerge from analyses and discussions throughout the thesis. The model is discussed as a summative device, as a heuristic and as a dialectic to outline several purposes which it serves in this study and could serve in future studies. The levels of struggle and fear which emerge through this case study present a portrait of life circumstances and learning contexts which are distinctly antidialogical and oppressive. The portrait also depicts several tenacious women who continue to struggle and learn in hope! 11Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.
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Kalenská, Petra. "Právo na vzdělání příslušníků etnických menšin v evropském systému ochrany lidských práv." Doctoral thesis, 2020. http://www.nusl.cz/ntk/nusl-438334.
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v anglickém jazyce The thesis deals with the right to education in the European system of the protection of human rights. It examines theoretical approaches to judicial protection of the right to education. It compares the right to education in the European system of the protection of human rights with the United Nations' human rights protection and the human rights protection system with the system of the Organization of American States. The thesis shows the development of the right to education through the general commends and recommendations and views of the UN human rights committees and through judgments of the European Court of Human Rights. The thesis analysis six cases of violation of the right to education of ethnic minorities, namely the D.H. and Others v. the Czech Republic, Sampanis v. Greece, Oršuš v. Croatia, Sampani v. Greece, Horváth and Kiss v. Hungary and Lavida v. Greece. These cases show that the judgment of the European Court of Human Rights stating the violation of the right to education and the award of the symbolic just satisfaction are not sufficient for the effective protection of the right to education of ethnic minorities. The paper shows that violation of the right to education of ethnic minorities are always related to racial discrimination. This fact must be taken...
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Lindová, Jitka. "Možnosti didaktického využití Židovského muzea v Praze pro výuku v rámci občanského a společenskovědního základu RVP G." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-346716.
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This diploma thesis is focused on possibilities of civil and social/scientific basis education along with use of activities of the Jewish museum in Prague and its action. Theoretical part of the thesis compares three different perspectives of the museum as an institution and represents museological, pedagogical and museum- pedagogical knowledge. Furthermore, this part describes the relation between the museum and school as well as the museum and society. This part also contains characteristics of the Jewish museum activities and its history. Last passage of theoretical part includes a presentation of project education as a form of teaching. Practical part involves education project on human rights subject for students of secondary school. Theoretical part of the diploma thesis is based on study of technical literature, practical part comes out from Framework Education Programme for Secondary General Education. KEYWORDS Framework Education Programme for Secondary General Education, museum education, project teaching, Jewish Museum in Prague, human rights.
Books on the topic "Roma Rights and Education Project"
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Center, European Roma Rights. A special remedy: Roma and schools for the mentally handicapped in the Czech Republic. Budapest: European Roma Rights Center, 1999.
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Gynther, Paivi. Beyond systemic discrimination: Educational rights, skills acquisition and the case of Roma. Leiden: Martinus Nijhoff Publishers, 2007.
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Franger, Gaby. Roma rights and discrimination: The pursuit of reflective social and educational work. Oldenburg: PFV, Paulo Freire Verlag, 2014.
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Nicoletti, Paola. 1957-2007: Dai Trattati di Roma all'Europa dei cittadini. Milano: FrancoAngeli, 2007.
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Lincei, Accademia nazionale dei, and Società italiana per l'organizzazione internazionale, eds. Convegno sul tema i diritti umani nella scuola, oggi: Come viverli e come insegnarli : Roma, 22 maggio 2003. Roma: Accademia nazionale dei Lincei, 2004.
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Moses, Robert Parris. Radical equations: Civil rights from Mississippi to the Algebra Project. Boston: Beacon Press, 2001.
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Morelli, Paula T. The NWCAMH education research project: Existing anti-bigotry policies, curricula, and programs in Northwestern schools. Seattle, Wash: University of Washington, School of Social Work, 1994.
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Maluwa-Banda, Dixie. Baseline survey report on meeting development and participation rights of adolescent girls in Malawi: Project MLW/01/P57. Malawi]: [National Youth Council?], 2002.
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Education of Roma and travellers in Europe: Recommendation CM/Rec(2009)4 adopted by the Committee of Ministers of the Council of Europe on 17 June 2009 and explanatory memorandum. Strasbourg: Council of Europe Pub., 2010.
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Owino, Chris. Community education for peace programme: Report of project on engendering local governance & peace building. Nairobi: African Community Education Network, 2004.
Find full textBook chapters on the topic "Roma Rights and Education Project"
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Mendes, Maria Manuela, and Olga Magano. "Educational Situation of Portuguese Ciganos: Social Changes versus Social Continuities." In Social and Economic Vulnerability of Roma People, 19–38. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_2.
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AbstractThe purpose of this chapter is to present and discuss the main impacts of Portuguese public policies in the area of education in Portugal, since 25 April 1974. To this end, diversified information was collected, processed and analysed involving legal and other documents about these national policies, especially those of greater impact on Ciganos, in addition to thorough mapping of ongoing projects of local and social support in the Lisbon and Porto metropolitan areas, where the empirical research is being carried out. At a later stage, interviews were held with technical staff, project coordinators and local institutions, as well as Ciganos and their families. The purpose of using various data collection techniques is to capture the reality experienced by Cigano individuals and families, namely patterns of continuity and social change, particularly in the area of education, through triangulation between the discourses of informants and scientific knowledge already consolidated in these matters. We present a critical and reflexive interpretation of the policy orientations and achieved social rights, focusing on narratives of Ciganos, stakeholders and school representatives centred on what has changed in the school trajectories of Ciganos, in terms of continuity, success and permanence in public education.
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Anagnostou, Dia. "Tackling Roma segregation in education." In The European Convention of Human Rights Regime, 137–70. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003256489-8.
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Zembylas, Michalinos, and André Keet. "Conclusion: An Unfinished Project." In Critical Human Rights Education, 149–54. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27198-5_11.
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Zaviršek, Darja. "Overcoming Troubling Practices Against Roma and Among Roma People: A Human Rights Perspective in Slovenian Social Work." In European Social Work Education and Practice, 13–34. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11728-2_2.
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Geraghty-Rathert, Anne. "Community-Based Social Justice Work: The WILLOW Project." In Human Rights in Higher Education, 201–18. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91421-3_12.
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Liang, Weihong. "Citizenship Project, National Identity, and Human Rights in Modern China." In Human Rights Education in China, 59–72. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1304-4_4.
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Shah, Sheetal. "The Bijlmer Project: Moving the Classroom into our Community to Combat Human Trafficking." In Human Rights in Higher Education, 219–33. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91421-3_13.
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Roux, Cornelia. "A Social Justice and Human Rights Education Project." In Safe Spaces, 29–50. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-936-7_3.
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Stachurska-Kounta, Marta. "Nordic countries' involvement in the European colonial project and implications for human rights education." In Nordic Perspectives on Human Rights Education, 16–29. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003340676-3.
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Shikova, Natalija, and Immaculada Colomina Limonero. "Can Non-Territorial Autonomy Help to Enforce the Linguistic, Cultural and Educational Rights of the Roma?" In Realising Linguistic, Cultural and Educational Rights Through Non-Territorial Autonomy, 171–94. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-19856-4_12.
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AbstractRacist and discriminatory policies against the Roma persist in both eastern and western Europe. Methods of repression have varied over time, but it is striking that strategies of open or tacit discrimination and expulsion of the Roma are still found in some contemporary policies of the older and transitional democracies, in EU Member States and countries that are candidates for EU membership. Of major concern is the fact that xenophobic statements and actions against the Roma often come from leading politicians or from national governments. Additionally, despite various international and regional human rights instruments, the ongoing structural discrimination that the Roma face has not yet been addressed within the existing legal framework. Many of the measures that have been proposed to address social exclusion and marginalisation are largely unenforceable; they tend to overlook the harsh living conditions, lack of access to public services, low level of education and embedded prejudice against the Roma. This paper addresses the human rights violability of cultures commonly marginalised in society. In many cases, although human rights protection regimes are enacted for certain cultures, the measures do not encompass groups that are non-dominant and territorially dispersed. The case of the Roma exemplifies not only this situation in respect of their language, cultural and educational rights in Spain and in North Macedonia, but also how the establishment and implementation of possible non-territorial autonomy (NTA) arrangements can help to overcome lasting discrimination. There is no unique model of NTA since it is applied differently in different contexts and circumstances. However, in essence, NTA arrangements can help minorities to enjoy cultural or other activities without territorial limitation. NTA can thus support the protection of territorially dispersed cultures and alleviate some of the harsh practices that they face.
Conference papers on the topic "Roma Rights and Education Project"
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Ivan, Claudiu. "SUPPORTING EARLY CHILDHOOD DEVELOPMENT BY THE ROMA EDUCATION FUND ROMANIA - "READY, SET, GO!" PROJECT IMPACT EVALUATION." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2158.
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Raley, Meredith. "CISCOS: Collaborative and transdisplinary human rights education." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.22.
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CISCOS (Connecting Inclusive Social Planning, Community Development and Service Provisions for Persons with Disabilities), is an Erasmus+ Project, run by the University of Siegen in Germany. The goal of CISCOS is to create a course that can be used throughout the EU, to address the challenges in the local implementation of the UN Convention on the Rights of Persons with Disabilities (UN CRPD). The ultimate goal of this education work is to embed human rights principles at the local level. The products of the project will include the development of a Massive Online Open Course (MOOC) in English, and course documents that can be used in several languages. The goal of this work is to improve the implementation of the UN CRPD at the local level.
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EL ASRI, Fatima. "CITIZENSHIP EDUCATION: FUTURE CITIZEN FORMATION PROJECT." In VI. International Congress of Humanities and Educational Research. Rimar Academy, 2023. http://dx.doi.org/10.47832/ijhercongress6-6.
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Today, no one denies that the progress and prosperity of nations is linked to the effectiveness of their educational system and its ability to keep pace with the accelerating tide of knowledge, and the large and rapid transformations in the technical and technological field. As well as its ability to open up to its social and economic environment. To achieve the desired development within the framework of democracy, which requires granting every member of society the competencies and capabilities that guarantee him, and qualify him to participate effectively in building society, and to exercise his rights and duties on a daily basis. Through education in all its formal and informal channels, by all social institutions entrusted with the socialization of individuals. Therefore, we decided to approach the topic of teaching “citizenship education”, through an article that includes an introduction and a set of paragraphs. For the introduction, it includes the methodological introduction to the article. While the first paragraph of this modest article is devoted to the process of rooting the concept of citizenship. Through the basic reference systems of liberal political philosophy: the state of nature – natural law – social contract, through an inductive as well as descriptive approach to the texts of “Spinoza” and “Locke”. We stood through them on the importance of theoretical and intellectual accumulation. Which contributed to the crystallization of an integrated philosophical systemic conception of the concept of the new man, certainly has nothing to do with the image of the old man and his theoretical references. The establishment of political philosophical concepts was not direct, but rather the demolition of the concepts that were the focus of centrist thinking and its first pillar, especially the concept of slavery, which the 17th century texts confronted with force in order to build a new concept for the sane and free human being (= citizen). As for the second paragraph, it is the fruit of the search for the concept of citizenship, its definitions, and its manifestations, which include two elements: the first relates to the basic responsibilities of citizenship (specific to individuals), and the second relates to the basic conditions for taking into account citizenship (specific to the state). While the third paragraph includes the dimensions of citizenship, its objectives, types, and its connection to the educational field, as a goal to advance the country and the citizen alike. Therefore, the fourth paragraph was devoted to the issue of citizenship education, by defining its multiple objectives and characteristics, with an emphasis on the conditions for the success of citizenship education and the appropriate methodology for it. As for the fifth paragraph, it includes education on citizenship through scrutinizing the concepts of education, citizenship, human rights….... Then we move in the sixth paragraph to an attempt to clarify the reality of teaching this subject, with its new concept based on human rights values, away from the institutional approach, which limits it to getting to know institutions and laws, and moves away from the basic role of the article, and this is to create a good citizen imbued with the spirit of citizenship. Which translated into noticeable and tangible situations and realistic practices that actually benefit education. In order to clarify the reality of teaching citizenship education, it was necessary to carry out a careful and in-depth study, to find out the extent to which teachers keep pace with reform, their difficulties, and their needs, when teaching the subject. We concluded that there are groups of difficulties, in theory and application, according to the necessity of training. This is what made us suggest a set of practices, emphasizing the active methods of education on citizenship and human rights, in which the learner is active in building his/her learning. Let’s end the article with a set of recommendations, suggestions and extensions
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Biasi, Valeria, and Anna Maria Ciraci. "The qualification of e-learning for higher education through the development of affective usability, self-evaluation test and virtual laboratory." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8006.
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This contribution presents some aspects of the Department Interdisciplinary Research Project (PRID) of Roma Tre University. The main aim of the project is to define an innovative e-learning integrated didactic model that can promote the acquisition and development of skills for Lifelong Learning (European Parliament & European Council, 2008). To this end, the implementation of the following essential variables and components of the Integrated Model is a priority: 1) the learners’ motivational involvement; 2) the quality of the experience of immersion within a virtual environment; 3) evaluation and self-evaluation practices. Considering the original model successfully experimented in the Degree Course in Education Sciences at “Roma Tre” University (Domenici, 2016) and particularly focused on evaluation and self-evaluation processes, we propose an implementation of so-called affective usability of the e-learning platform by creating relaxing, stimulating and aesthetic online environments, promoting a greater immersive capacity. To this must be added the students’ use of advanced ICT programs enabling them to experience scientific demonstrations and experiments in order to acquire a scientific mentality through the use of Context Simulation Tests and Virtual Didactic Laboratories (VDLs). The effectiveness of implementing the FAD e-learning system in acquiring the scientific thinking modality will be empirically assess.
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Mitrović, Ljubinko, and Predrag Raosavljević. "HUMAN RIGHTS OMBUDSMEN IN THE PANDEMIC: CHALLENGES IN PROTECTION OF VULNERABLE GROUPS." In EU 2021 – The future of the EU in and after the pandemic. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2021. http://dx.doi.org/10.25234/eclic/18353.
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Pandemic of virus COVID-19 posed numerous and unprecedented challenges to citizens and authorities which required shift in behavior and actions of all segments of society. Representing Ombudsmen Institution of Bosnia and Herzegovina, authors shared their experience in monitoring implementation of the decisions of all levels of government and presented challenges in striking the right balance between interests of public health and protection of rights of vulnerable groups. Public authorities in Bosnia and Herzegovina have passed emergency measures aimed at containing the spread of virus, but some of them failed to maintain human rights standards. Following the decisions of crisis centers to limit the freedom of movement, it was necessary to secure rights of children to education, protection from domestic violence and neglect in the family context. In introducing online education, authorities were asked to adapt recognition and grading system to the children in different conditions and circumstances, especially to the children with difficulties in development, children living in poverty and on margins of society such as Roma children or those living in institutions. Ombudsmen Institution registered increase in the number of domestic violence cases because measures limiting freedom of movement had impact on victims' ability to seek help from trusted sources, usually members of immediate family or representatives of law enforcement agencies. Having in mind that large number of citizens could not afford access to the official gazettes in any form, Ombudsmen requested that all enacted legislation be accessible online recommended that the decision banning reporters from conferences be reconsidered, guided by the right of citizens to be informed of their government actions. Examining the practice of placing COVID stickers on mail by the Post Office, Ombudsmen issued recommendation to stop such practice as it was deemed disproportional to the right to privacy and protection of personal data, while the protection of postal workers could have been ensured by other protective measures. It also became evident that national budgetary capacities had to be increased in order to prevent deterioration in provision of basic public services such as health and social protection, since economic consequences of the pandemic were disproportionally felt by the groups exposed to poverty, such as Roma, refugees or migrants. Drawing conclusion from concrete cases, authors offer review of particular emergency measures, analyze their adequacy, justifiability and timeliness, while presenting authorities’ response to Ombudsmen’s findings in formulating more adequate and efficient but, at the same time, least intrusive measures taken in response to the disaster. In search of common response to such widespread phenomenon, governments should recognize the intention of Ombudsmen Institutions to be in „permanent session“ over protection of vulnerable groups and should more actively involve it in discussions on emergency measures and their effect on human rights and freedoms. It proved to be better suited to act quickly, to apply more effective remedies and to correct government actions thanks to its knowledge of the local context than traditional institutions for protection of human rights, such as constitutional courts, international courts or treaty bodies.
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Timoshenko, Igor. "Standard principles of managing digital rights to access electronic resources of library collections." In Sixth World Professional Forum "The Book. Culture. Education. Innovations". Russian National Public Library for Science and Technology, 2021. http://dx.doi.org/10.33186/978-5-85638-236-4-2021-234-236.
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The key principles of managing digital rights (DRM) of access to electronic documents applicable to book trade and library services are discussed. Digital document types and popular e-book formats where DRM-systems are applicable, are analyzed. The significance of DRM systems standardization, their friendliness to users and e-book rightsholders, is substantiated. The key provisions of international standards implemented this year to regulate typology of copyright security tools as well as DRM systems characteristics based on data coding, are examined. The most popular commercial solutions for DRM systems are reviewed; non-commercial international Readium project is described. The project is aimed at designing and developing software modules to integrate standard DRM technology into automated information systems, including library AIS.
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Jones, Shelley, and Kathleen Manion. "DEVELOPING AND IMPLEMENTING CHILD RIGHTS EDUCATION IN DIVERSE GLOBAL SETTINGS: A PARTICIPATORY ACTION RESEARCH PROJECT WITH TEACHERS AND CHILDREN IN UGANDAN AND CANADIAN SCHOOLS." In 18th International Technology, Education and Development Conference. IATED, 2024. http://dx.doi.org/10.21125/inted.2024.2081.
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Del Col, Nancy, Stephanie McBride, Kouame Aime, Togola Diakaridia M’pai, Martin Diarra, and Honoré Kabamba. "IMAGINE Mali Girls’ Education Project: The Importance of Place and Space Inquiry to Inform Education Programming in a Conflict-Affected Context." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8891.
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IMAGINE contributes to the Canadian government's commitment to quality education for girls by improving their rights to inclusive, gender-transformative, quality education in two conflict-affected regions in Mali. Since 2020, this humanitarian-development/nexus project funded by Global Affairs Canada and implemented by a consortium of NGOs, has been affected by the Covid-19 pandemic, school closures due to the security situation, teacher strikes and coups, while public schools, once safe learning spaces, have experienced attacks by armed groups. // This paper shares lessons learned and challenges from IMAGINE, exploring the theme and sub-theme of Building Resilience and Education for Girls and the socio-political potential of education as a peacebuilding agent. Geographic Place and Space Theory establishes that place is an integral and inescapable aspect of community and individual life experiences. Butler and Sinclair (2020) argue that “place inquiry and spatial methodologies can strengthen the potential of education research by advancing our knowledge of the nature of and potential solutions to educational injustice.” We ask: How can education projects in the humanitarian-development/nexus space leverage geographic place and space inquiry to improve approaches to equitable educational access, particularly for girls? // As a gender-transformative education project, IMAGINE will contribute findings to this under-conceptualized space in education research.
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Colibaba, Anca cristina, Alois Ghergut, and Oana Mihoci. "TEACHING MANAGEMENT AND E-LEARNING TOOLS FOR COLLABORATIVE WORKING IN INCLUSIVE EDUCATION." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-258.
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Collaborative working fosters interaction, improves the process of becoming familiar with pupils and has a strong socializing impact, especially in inclusive education. It appeals to tolerance towards different ways of thinking and feeling and it emphasizes the pupil's need in a friendly and supporting environment. Significant policy developments have taken place on an international basis to harness and adopt inclusive education however reforms in many areas are needed and this remains very challenging for many EU member states. The experience of latest years and the new concepts and policies related to integration, inclusion and diversity underpin the new equity-based approach to the educational system. The adoption of this new approach has, in most cases, become a new challenge for professionals in education. FIESTA project provides professionals in education with e-learning tools, training materials and resources in order to offer equal opportunities and respect fundamental rights to education for all children. This project supports educational stakeholders giving them the opportunity to collaborate and thus meet the individual needs of pupils. FIESTA recognizes the current difficulties & gaps facing EU countries in relation to inclusion, transition & collaborative working. Using an interactive approach, professionals will have the opportunity to learn through professional development resources. The project merges action research originating in teacher training colleges together with a methodology that facilitates teachers, therapists, learning support specialists and disabled students at key transition points in their school careers. This connected research and action perspective is an innovative application of integrated thinking and policy in transforming traditional schooling structures and systems to promote more advanced methods of integration and mutually beneficial learning.
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Cziprok, Claudia daniela, and Florin Popescu. "PROJECT-BASED LEARNING BASED UPON THE CONSTRUCTIVIST METHOD FOR HIGH SCHOOL PHYSICS LESSONS." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-252.
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The focus of this paper is to introduce the idea of project-based learning. An example is to implement project-based learning environments into the curriculum but yet still prepare students for high stakes standardized tests with an emphasis on performance. In addition to traditional course materials such as lectures and problem sets were used Open Educational Resources, online collaborative document creation and conceptual maps construction, also an online interactive space that helps users build a learning community. Web 2.0 tools have helped in organizing and completing work stages of projects for groups of students. Wikispaces for Education Platform provides facilities for creating workspaces and allocation the members of each group; access and editing rights management; automatic creation of links for easy navigation between groups pages; the perfect host for multimedia content, easily added, edited and formatted. Teaching included with Technology offered a greater amount of enthusiasm for learning among students and also it has brought more benefits. Students worked under their preferred intelligence, were excited to use their smart phones to take photos and record movies with simple experiments, interacted with their peers to problem solve and process information, and created a final product that demonstrates the knowledge they obtained, with a higher level of retention of the material being taught. As a review of the unit, they posted what they had learned as both text and video presentations. And because this work lived on the wiki, all the students in the class, regardless of which group they worked in, had a chance to learn from their peers -- and could even go back to it to study for tests.
Reports on the topic "Roma Rights and Education Project"
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Näslund-Hadley, Emma, María Mercedes Mateo-Berganza Díaz, Emma Strother, and Danielle S. Parrillo. The Power of Music Education: Unlocking the Talent of Latin American and Caribbean Youth. Inter-American Development Bank, September 2023. http://dx.doi.org/10.18235/0005159.
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The IDB supports youth empowerment through music education in Latin America and the Caribbean. This note draws on conversations with beneficiaries, project team leaders, and partner organizations about music as an engine of social inclusion and economic development. It highlights successful initiatives, including a program focused on music entrepreneurship among young people in Colombia, an all-female orchestra and a choir for women's rights in Guatemala, young luthiers crafting stringed instruments in Peru, and a program preventing violence through music education for children and their families in Nicaragua.
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Pfund, Alicia. Jurisprudence of Equality Project (JEP): Consolidated Report Based on the Evaluations in Argentina, Brazil, Chile, Uruguay. Inter-American Development Bank, August 2000. http://dx.doi.org/10.18235/0008927.
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The Jurisprudence of Equality project (JEP) trains judges and other judicial actors on the applicability of international women's rights law in domestic courts, thus enhancing their ability to treat cases of violence against women and ensuring greater protection for women's rights in the region. The purpose of this report is to distill the findings and conclusions from the JEP evaluation in Argentina, Brazil, Chile and Uruguay. This evaluation was meant to find out to which extent the project is being implemented as planned, identifying any difficulties during implementation, and ways to overcome them. It has also assessed the effect that project activities are having in achieving the project goal. Apart from document review and interviews in Washington and in the four countries visited in March-April 2000 with relevant stakeholders, the evaluation relies on two main instruments for each country: (a) a survey, applied to trainers and seminar participants. The questionnaires were designed with the close cooperation of the Washington IWJF director and the education director, as well as in consultation with other stakeholders in the field, and the IDB in Washington and Country Offices; (b) a series of focus groups carried out separately with trainers and seminar participants.
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Wong, Xaria, and Iulia Andreea Toma. Gender and Protection Analysis: Juba, Rumbek and Pibor, South Sudan. Oxfam, May 2022. http://dx.doi.org/10.21201/2022.8946.
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This research was conducted to analyse the distinct gender needs and protection concerns of women, girls, men and boys in order to inform the implementation by Oxfam and its partners of the Sida-funded project, ‘Building resilience through gender- and conflict-sensitive approaches to education, skills development, and sustainable livelihoods in South Sudan’. It explores the gendered power relations between women, girls, men and boys, with a focus on the differences in their roles and responsibilities, decision-making power and access to and control over resources. It draws attention to the limited decision-making power held by women and girls, their specific needs, and the rights denials they face pertaining to education and livelihoods in Juba, Rumbek and Pibor. It provides practical recommendations to meaningfully address gender inequalities during project implementation, but is also intended to be used by the broader humanitarian community working in South Sudan to better inform humanitarian design, programming and response.
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Senegal: Community education program increases dialogue on FGC. Population Council, 2005. http://dx.doi.org/10.31899/rh16.1004.
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From 2000 to 2003, FRONTIERS collaborated with the Senegalese nongovernmental organization Tostan to evaluate the effects of a community-based education program on awareness, attitudes, and behavior regarding reproductive health and female genital cutting. The Tostan program provides modules in local languages on hygiene, problem solving, women’s health, and human rights. It was designed to improve women’s health and promote social change by enabling participants, mainly women, to analyze and find solutions to community problems. As stated in this brief, Tostan implemented the education program as part of a scale-up effort in 90 communities in the Kolda district of southern Senegal. The FRONTIERS evaluation took place as part of the project and compared changes in knowledge, attitudes, and behavior of men and women in 20 villages in the intervention area with those living in 20 nonintervention villages. Changes were measured using pre- and post-intervention surveys of women and men in the intervention and control areas and qualitative interviews with key community members. They also assessed pre- and post-intervention changes in the number of girls under 10 who had been cut.