1. Professor Bryony Hoskins
How can the assessment of EDC and HRE be made more effective and useful? ‘General Report’
Professor Bryony Hoskins
@BryonyHoskins

2. High political interest
Refugee crisis – the need for inclusive societies
Tackle Violent Extremism and Radicalisation
CoE Action plan EDC HR centrally part of this
Evaluation of charter EDC HRE 2017
Momentum building…

3. High political interest
UNSECO goal 4.7 Education for GCE & for ESD as part of the wider in context of wider Sustainable Development Goals
Peace and HR education recommendation
UN world programme HRE
EU ministerial conference and Paris declaration
Eurydice report
Erasmus plus
HRE2020
Momentum building…

4. Over whelming multitude of terminology and conceptual frameworks
EDC and HRE
Democratic culture
Intercultural dialogue
GCE/ESD
Civic and citizenship (from ICCS with global elements)
Social, emotional skills
Global competence (not explicitly value based)
Active Citizenship

5. Key questions
What assessment exists to identify impact or progress in EDC/HRE?
How could this be made more effective?
What would be useful for the CoE to add to this area in evaluating the charter on EDC and HRE?
How could this be done using existing data?

6. What assessment exists to identify impact or progress in EDC/HRE
National level
Case studies
Danish: Danish institute for HR: teach training study–qual and quant analysis of baseline situation
Poland: Democratic School, self-governing school project - Olga Kożuchowska
15 competences for teachers
Difficulties to keep the schools in the process
How to get this fully integrated in to the national curricular

7. What assessment exists to identify impact or progress in Citizenship/HRE
National level
Spain: Marta Soler-Gallart
interactive groups – bringing in the community into schools
Dialogic literary
Next steps were to develop a more comprehensive form of evaluation
Russia: National survey on quality of citizenship education - Piotr Polozhevets,
Developed their own instruments of assessment
Next steps were to assess the same students in 5 years time to see their outcomes

8. How could the Charter’s impact be measured using existing data?
Local & national Case studies useful in term of exploratory research – ideas for good practice
Often case studies qualitative and difficult to know how representative practices are and/or not able to measure impact/effectiveness
Need for systematic quantitative & comparable data

9. Relationship between national and international level
Reciprocal relationship
Local qualitative studies inform international studies with new forms

10. What assessment exists to identify impact or progress in Citizenship/HRE
International level
Short term 2016/2017
International civic and citizenship education study (2016 data available 2017)
16 European Countries participated
European level
Eurydice EU countries 2017
Large GAPS
Countries
Topics including non-formal education

11. How could the Charter’s impact be measured using existing data
Charter adopted on 11 May 2010
Compare the results between ICCS 2009 with ICCS 2016 for countries that participated in both (about 14)
Items/scales on gender equality and migrants
For adults you could do the same with European Social Survey
Eurydice comparison of policy reforms between 2012 and 2017 version

12. How could the Charter’s impact be done using existing data
Using internet and social media to create indicators
Possible to collect data now
e.g. on number of tweets to local, national and European politicians
E-petitions

13. What assessment exists to identify impact or progress in Citizenship/HRE
International level
Longer term
OECD assessment in 2018
– Global competence (explicitly does not follow a value agenda)
OECD Ceri start in 2020
Longitudinal studies on social and emotional competences – following the individual student
Ideal data for measuring impact
New cycle of ICCS or
add on module on ESD/GC

14. Need assessment at both individual & institutional level
If assessment is only on the individual level of students who is holding the institutions accountable?
As the democratic culture says Accountability works both ways?
Amnesty measures

15. What assessment exists: International tool for monitoring
Use of questionnaires
Reporting fatigue and low response rates
Little information on actual quality or effectiveness
Questions on known effective methods from guidelines – if these guidelines are used
Getting countries to participate through ownership of MS on the questionnaire
Collaboration and cross referencing of reports for MS
Central contact point - Use of non state bodies but how to collect it – highlight examples of good practice on this

16. How could assessment be made more effective?
Better cooperation between international organisations
Map terminology to make sense of the jungle
National fatigue & less questionnaires sent to member states
Use the political momentum towards a single international study
Currently only 1 study on young people and democracy IEA ICCS so countries should be lobbied to participate

17. What would be useful for the CoE to add to this area in evaluating the charter on EDC and HRE
Cooperate with international organisations
Draw together existing international comparable data sources to report on change since charter introduction
Key messages
Mapping of international language and conceptual frameworks to locate EDC& HRE
Promote participation in international surveys
Promote the need for rigorous research