2051 developing human rights education at the heart of the...

Developing Human Rights Education at the Heart of Higher Education

2 | P a g e

Contents Introduction ............................................................................................................................................... 3

Part I: Basic information on implementing partner ......................................................................................... 4

Part II: Undergraduate level of studies ....................................................................................................... 17

Part III: Postgraduate level of studies ......................................................................................................... 19

Part IV: Organization ................................................................................................................................ 21

3 | P a g e

Introduction

This project is being implemented by a very large consortium of partners that differ among themselves in capacities, structure, internal procedures, aspirations and inner and outer obstacles for development of human rights education.

Therefore, the aim of this exercise was to:

§ Collect relevant information about the partners and their capacities, § Assess current state of human rights education at the participating universities, § Assess formal and informal obstacles for project realization, § Conduct preliminary survey of partners’ understanding of human rights in context of higher education.

The report contains information on the following institutions:

§ University of Zenica § University of Kragujevac § University of Sarajevo § University of Donja Gorica § University of Montenegro § University of Novi Sad § University of Tirana § FPN, Belgrade § Marin Barleti University

Report content was agreed upon during Steering committee meeting in January 2012 in London.

4 | P a g e

Part I: Basic information on implementing partner

The first question was aiming to identify who was primarily responsible for this project. Namely, partners very much differ among themselves and the goal of item is to place the responsibility for main project decisions properly. As shown in Chart 1, most partners are centralized in the way that University is the main partner, but in some cases this is the sub unite such is faculty.

Chart 1

More information about individual partners can be found in table 1.

Partner University Faculty Department

University of Zenica

X University of Kragujevac X

University of Sarajevo X University of Donja Gorica X University of Montenegro

X

University of Novi Sad X University of Tirana

Faculty of Political Science, Belgrade X Marin Barleti University X

Table 1

In the second question, partners were asked to provide number of students that were currently enrolled in their University, Faculty and/or Department. This information is available in table 2.

Partner University Faculty Department University of Zenica 6200 1364 138 University of Kragujevac 17392 1590 N/A University of Sarajevo 34000 5 N/A University of Donja Gorica N/A 2000 N/A

62%

38%

0%

University

Faculty

Department

5 | P a g e

University of Montenegro 21239 1099 N/A University of Novi Sad 49980 4575 389 University of Tirana N/A 3900 N/A FPN, Belgrade 50000 960 N/A Marin Barleti University 601 N/A N/A

Table 2

Then, the partners were asked to provide number of people working for them as:

Professors

Partner University Faculty Department University of Zenica 76 14 8 University of Kragujevac 560 288 155 University of Sarajevo 463 24 University of Donja Gorica 230 University of Montenegro 417 47 University of Novi Sad 1209 143 15 University of Tirana 20 FPN, Belgrade 2539 67 Marin Barleti University 19

Table 3

Teaching assistants

Partner University Faculty Department University of Zenica 55 15 5 University of Kragujevac 28 29 2 University of Sarajevo / / / University of Donja Gorica 120 29 2 University of Montenegro 260 11 University of Novi Sad 890 107 4 University of Tirana 45 FPN, Belgrade 2411 32 2411 Marin Barleti University 24

Table 4

Other relevant staff members

Partner University Faculty Department University of Zenica 8 5 6 University of Kragujevac University of Sarajevo University of Donja Gorica University of Montenegro University of Novi Sad 734 82 2 University of Tirana 19 FPN, Belgrade 2807 47 Marin Barleti University 11

Table 5

6 | P a g e

Since centralization of decision making was one of the most interesting questions discussed at Steering committee meeting and since the project heavily depends on it, in the next questions, partners were asked to estimate their situation. As can be seen from the chart 2, most of partners have medium level of organizational centralization.

Chart 2

Individual information is provided in the table below.

High Medium Low

University of Zenica X University of Kragujevac

X

University of Sarajevo

X

University of Donja Gorica

X University of Montenegro

X

University of Novi Sad

X University of Tirana

X

Faculty of Political Science, Belgrade X Marin Barleti University

X

Table 6

As can be seen from the chart 3, the situation is slightly different regarding level of financial centralization. More universities have high level of financial than organizational centralization. Individual information is provided in table 7.

11%

67%

22%

High

Medium

Low

7 | P a g e

Chart 3

High Medium Low

University of Zenica X University of Kragujevac

X


X


X University of Montenegro X


X University of Tirana X

Faculty of Political Science, Belgrade X Marin Barleti University

X

Table 7

In the following part of the questionnaire partner were asked to identify any formal (quantitative or qualitative) limitations to curricula changes. Their responses are summarized in the chart 4, where we can see that most of the partners do have some kind of limitations. In fact, as shown in table 8, only one University does not have any formal limitations and this is University of Sarajevo.

33%

45%

22%

High

Medium

Low

8 | P a g e

Chart 4

Yes No

University of Zenica X University of Kragujevac X University of Sarajevo

X

University of Donja Gorica X University of Montenegro X University of Novi Sad X University of Tirana X Faculty of Political Science, Belgrade X Marin Barleti University X Table 8

In order to have a clearer picture of the nature of these limitations, the partners were asked to explain them. Their replies are summarized in table 9.

Partner University


Curriculum is changed every four years The total change is up to 25%

The change of curriculum is first confirmed by teacher-research council than senate

If the change of curriculum implies certain financial support the founder must give its consent

University of Kragujevac

Modifications may be made up to 30% of the whole curriculum with no need for the accreditation of the modified part. The modifications are then

approved by the Teaching staff and the University is just informed about them.

University of Sarajevo /


Modifications may be made up to 30 ECTS of the whole curriculum with no need for the accreditation of the modified part. The modifications are then

approved by the Teaching staff and the University is just informed about them.

University of Montenegro Changes during one academic year cannot exceed 3O ECTS per program. In case more content is changed, a new accreditation of the study program

89%

11%

Yes

No

9 | P a g e

is necessary. This is costly (2000 euro fee + other expenses) and time consuming process (it takes at least a year). We are at the moment going trough re-accreditation process and would prefer not to engage in another

accreditation at the moment.


Commission for Accreditation and Quality Assurance of the Republic of Serbia accredits the study curricula, and accordingly issues a license in the five-year cycles. Meanwhile, the corrections of the accredited curricula can

be made only up to 30%, for the purpose of improvement of the educational process, and with arguments and valid reasons why it has to be done.

University of Tirana

In order to make considerable changes (in more than 10%) to curricula, we have to have approval from Faculty Council, University Senate and

Accreditation Agency. FPN, Belgrade If a department wishes to modify its curriculum for more than 10% the

changes have to be approved by the Commission for Accreditation Marin Barleti University There are several obstacles that delay the process. Decisions need to be

approved by several structures as Department, Dean’s Office, Rectorate, and Senate.

The Law on Higher Education has rigid requirements in relation to terms, making it difficult for any change on curricula. Furthermore, these changes

require the approval of the Albanian Public Agency of Accreditation of Higher Education, which often results in unjustified delays and financial

costs. Other limitations to curricula changes are linked with a poor supply of

didactic materials in the native language with reference to the human rights. Another issue is linked with the short supply of professionals (professors and others) with extensive and specialized academic or professional background

in the human rights field. Table 9

The overview of political situation in each country and its impact on educational reform as assessed by the partners is summarized in table 10.

Partner University


Political conditions in our country slow down the educational reforms because of national divisions which do not allow the implementation of criteria, standards and objectives of higher education at national level


The interest for the actual European educational reform in our country in that last period (2000-2012) depended on the level of the proeuropean

orientation of the Serbian government. In any case, the political changing in 2000 and the democratic processes have significantly started up reforms in

the higher education in the Republic of Serbia.


Following the provisions of Dayton Peace Agreement (DPA) education, science and culture are not in the mandate of state government , but rather entity government (in the case of Republika Srpska) or at cantonal levels in

Federation of BiH. This disparity cannot lead towards creation of unique strategy for development of higher education strategy for a whole country,

but we have possible 14 strategies (10 cantons, 2 entities and Brcko District). As a consequence there is no state ministry of education, nor it is envisioned, therefore higher education sector is without solid support from

the top of the government.

University of Donja Gorica By signing the Bologna declaration Montenegro became dedicated to the

educational reform.

University of Montenegro

University financing is being reduced significantly. Openings of new working places are on hold, accreditation of new study programs is more difficult

than usual. The state will not support financially any new study programs at

10 | P a g e

the moment unless they are commercially sustainable. Faculty does not have own resources for their funding.

University of Novi Sad Educational reform of the higher education is implemented in accordance with the socio-political situation and in lines with the Bologna Declaration.


The educational reform is highly impacted by the political parties in power. Every party that comes into power try to make reforms that can bring profits

to them, that is to say more voters for the coming elections. So, the educational framework, level of studies, number of students, approval of

programs, licenses for private schools etc. are all political. There does not exist a collaboration agreement among all actors for

education. FPN, Belgrade The main education reforms started in 2005 with the adoption of Law on

Higher Education. At that point Serbian Higher Education formally started their Bologna process. Universities and faculties are allowed to choose 3+2

or 4+1 system (BA+MA). The main challenges are in the area of higher education financing, national framework of qualifications and degrees. One

of the problems the reformers intended to tackle was average length of studies. Around 40% of enrolled students never finish studies. Private

university is legally recognized as formally equal with the public universities. National Council for Higher Education (elected by the Parliament) proposes

higher education policy, defines quality standards and monitors quality assurance process. Commission for Accreditation (elected by the National

Council for Higher Education) is in charge for the accreditation of the higher education institutions. Students and potential students are very interested

and sensitive on the issues such as access to higher education and access to free studying at the public high education institutions.

Marin Barleti University Our institution is concerned about the fact of frequent changes of legislation. Law on Higher Education in Albania adopted in 21.05.2007 has changed five times within five years. Such instability has a direct impact on our University.

(For example, changes have occurred in: 12.11.2007, 19.03.2008, 11.05.2009, 22.07.1010 and 15.12.2011).

Table 10

Assessment on the impact of the economic conditions in partner’s respective country on education is summarized in table 11.

Partner University


Economic conditions substantially determine the course, content and scope of the educational reform because of restrictions regarding new

employments or the opening of new departments / faculties especially within public universities


The economic conditions have a significant influence on the educational reform which is a very expensive process demanding high investments.

Democratic changing in 2000 brought many European developmental projects (TEMPUS is one of them) which gave us irretrievable economic help for the reform processes in the higher education. Without this help,

many reform aspects and demands would be impossible. The reform means changing the awareness, getting new knowledge,

bringing new educational technology and techniques, continuous communication with colleagues and partners abroad etc. All these things

would be impossible to achieve without the help and support from the European projects. National resource of money is enough only for the basic

needs University and faculties have. University of Sarajevo Only 0,1% of GDP goes to scientific research that is the main indicator of

11 | P a g e

negative impact; it is nearly 30 times less than in EU. Generally economic situation could be considered as a main reason for slow reform process on

the University.


The economic conditions have a significant influence on the educational reform which is a very expensive process demanding high investments.

Democratic changing in 2000 brought many European developmental projects (TEMPUS is one of them) which gave us irretrievable economic help for the reform processes in the higher education. Without this help,

many reform aspects and demands would be impossible. The reform means changing the awareness, getting new knowledge,

bringing new educational technology and techniques, continuous communication with colleagues and partners abroad etc. All these things

would be impossible to achieve without the help and support from the European projects. National resource of money is enough only for the basic

needs University and faculties have.


The overall reason for above described measures is economic situation. More emphases are given to the commercial and self/sustainable programs

which must be commercially and market interesting. If the program is not self sustainable through donations or tuitions, it cannot be opened.


The economic conditions have a large impact on educational reform, because the economic situation is complex, the reform process is not

completed, the transition is prolonged, and the education system in Serbia is still not compatible with Europe and the World.


The economic conditions have an impact on educational reform generally and in our university as well. Following are three main directions of the

impact: • First of all, in the situation of a high rate of unemployment among younger

population, the political parties are trying to prolong the studies (e.g., the eight year school became nine year school, the university studies also were

prolonged from three years to four and five years, etc) • Secondly, the government has increased the quotas for students

enrollment in different university study levels (undergraduate programs, master and doctoral programs both in public and non public institutions). According to the Higher Education Law in Albania the government is the authority to decide about the quotas of students to be admitted in public

universities. As a consequence, our University (a public university) is admitting every year a higher number of students. This is not reflected in

investments for infrastructure and academic staff. • Third, the economic situation has a direct impact on governmental budget for educational reforms. The percentage of the budget for education is very

low (around 2%) and it does not create necessary financial resources to support reforms of the system.

FPN, Belgrade The financing of higher education is an issue in two aspects. Universities depend on state budget for at least 50% of their total funding, while students

are interested in state subsidies in terms of their tuitions, stipends and dormitories. Our University/Faculty in general does not have problems with

students’ enrolment and finances, although most of the funds are being used for maintenance of the buildings and salaries, while there is less possibility

for funding of research. Economic crises and decline of living standards also affects the faculty stuff.

Marin Barleti University These last two years the economy has been decreasing in the country, this has a direct impact on our institution. Two major consequences that have

brought this economic situation in our university are: -An increase of requests for social scholarship support;

-An overall reduction of tuition fees,

12 | P a g e

which affects indirectly the quality of all our process of education. Table 11

When asked whether the Tempus project have the support of senior management in the faculty or university, all the partners answered positively.

In the following table partners have identified possible institutional barriers to curriculum reform at their respective universities.

Partner University University of Zenica Barriers are about educational reforms which demand financial support


If all the accreditation standards are fulfilled, there are no constraints for reforming the existing curriculums.

If we want to make a new educational program that is accepted by the higher instances, the profession, for which we educate students, must be in the national list of qualifications. This rule may be the problem in developing

new study programs and educational profiles. University of Sarajevo There is no institutional barriers to curriculum reform


If all the accreditation standards are fulfilled, there are no constraints for reforming the existing curriculums.

Accreditation of new programs requires a long period of time and it lowers the flexibility of the entire system.


Already described. Administrative barriers – no more than 30 ECTS. In case we want a completely new study program it will take more than a year to

provide accreditation. Also, unless financed through the program, we cannot employ new personnel so we must use existing resources.


The biggest obstacle for the curriculum reform is overloading of teachers and associates involved in study curricula at all levels of studies. The

introduction of new courses and the curriculum reform further increase overloading of teachers with work, although there is a strictly prescribed

standard of working hours for teachers, in lines with the accreditation.


In order to carry out the curriculum reform, the approval of senate and accreditation agency is needed. Normally, they are in favor of reforms

proposed by departments or faculties. Nevertheless, frequent changes and unjustified changes are not supported.

FPN, Belgrade There are certain limitations in terms of curriculum reform related to the process of accreditation. The senior management is reluctant to allow

chaotic changes at the individual level (course or professor). Each change can make some misbalance in terms of students’ or professors’ burden (max

reading for students, number of hours of teaching and/or mentoring for professor). In that sense, the management inclines to approach curriculum

reform every three years, particularly in case of reaccreditation. It has to be systemic reform, rather than case by case.

Marin Barleti University As previously mentioned (See the reply to answer 7) there are several

obstacles that delay the process. Decisions need to be approved by several structures within University.

The Law on Higher Education has rigid requirements in relation to terms, making it difficult for any change on curricula. Furthermore, these changes

require the approval of the Agency of Accreditation which often results in unjustified delays and financial costs.

Nevertheless, this academic year, UMB has managed to approve several new programs and made same curricula changes.

Table 12

13 | P a g e

Assessment of possible difficulties that the partners could encounter in working across disciplines to develop inter-disciplinary programs and modules are summarized in table 13.

Partner University

University of Zenica Primarily we must educate and motivate university teachers to develop

interdisciplinary programs and modules


At our University we do not have a specific body for interdisciplinary programs so these programs are being approved by the body for Social and Humane Sciences – and that can be the problem. Even though there is not enough understanding for such programs, they are being approved by the

University after all.


The lack of conscience about need for interdisciplinary approach to human rights is one of the essential problems. Due to traditional view, human rights

are considered to be part of legal (law) studies only, but new approaches dictates that human rights should not be limited only to legal research and

field of study but should integrate sociological, pedagogical, historical, anthropological approaches. Traditional views could be seen as potential

barrier.


There is no practice of developing interdisciplinary programs in Montenegro. Having that in mind, high school students are not familiar with all its benefits, because of which they are not interested in interdisciplinary programs when

enroll University.


Not many. University is quite integrated regarding its staff so we can easily engage people from other disciplines to be part of the modules. We would

however be very interested in staff mobility and host lecturers from other universities if it is financially possible.


Accreditation of joint interdisciplinary curricula is still a rarity, and it is also important to emphasize that each curriculum and module must be separately

paid during the accreditation process. A lack of a national qualifications framework which should be aligned with

the European National Qualifications Framework is also a problem.


Developing interdisciplinary programs and modules requires effective coordination among different actors and this is not very easy. Actors are

competitive to each other and they want to have control over the programs and modules. It is mostly a matter of managing the capacities.

FPN, Belgrade There are ongoing interdisciplinary programs and modules and there are no additional difficulties. On the undergraduate level there is a language limitation (Serbian language as mandatory), but that is not related to

interdisciplinary. Marin Barleti University The Albania higher education system has been characterized by a tradition

of separation of the spheres of academic influence, in departments, modules, courses, thus making the coordination process difficult.

Programs are generally not flexible enough and exclude any unapproved interventions by the hierarchical academic structure.

However, Marin Barleti University has introduced a special educational course in the form of a supplementary minor program that consists in a

student-tailored module offered within the ambit of one Faculty to the students of other Faculties. Students that attend such courses are entitled to

receive aside from their Major Specialization Title, a minor specialization in another field. In the context of such program, we can envisage the

introduction in the future of a special minor specialization in the human rights law.

Table 13

14 | P a g e

In the following section the partners were asked to explain whether there is support for human rights education in their University/Faculty.

Partner University University of Zenica Yes.


Yes, there is a full support by both the University and the Faculty for human rights education. It is done by expanding the content of the certain academic subjects and by introducing new, obligatory and elective subjects. Again, the problem may occur if we want to licence the new study program which is not

already in the national list of qualifications. University of Sarajevo Yes.


Besides the HR courses that are mandatory at the Faculty of low, we allow students to take HR courses as electives at University level. Alongside with

that, we foster the HR culture at the University. University of Montenegro Yes.


The greatest support is provided by The University Centre for Educational Development, University of Novi Sad. The University Centre for Educational

Development is an organizational unit within the University of Novi Sad, which has been established to promote the development of education at all

levels in cooperation with all relevant institutions in Serbia. The main objectives of the Center include the following: Developing cooperation with Universities in Europe through international projects, as well as developing

cooperation with Universities in Serbia in the field of education of future teachers, and a collective action in order to improve the quality of primary

and secondary education in Serbia


Yes, there is support for human rights education both in our University and Faculty.

We have had some attempts to include human rights components in our curriculum, but they have been isolated attempts that have failed with the

passing of the time. We are of the opinion that this is an opportunity for our institution to consolidate this component in our curriculum

FPN, Belgrade There is no express opposition. Human rights education is not perceived as problem per se. On the other hand, it is interesting that human rights

programs are not flourishing in Serbia or at the Belgrade University. At the Faculty of Political Science there is no specialized HR program, but there an

objective problem that there is no critical number of professors to teach specialized HR program. There are several HR related courses and there is

no problem in their implementation. Marin Barleti University Currently Human Rights courses have a relatively modest place in our

curricula.

Table 14

15 | P a g e

Which changes would each partner like to implement during the project is described in the table 15.

Partner introducing new study programs at undergraduate level

introducing new study programs at postgraduate level

introducing new modules (3-5 connected courses) at existing study programs at undergraduate level

introducing new modules (3-5 connected courses) at existing study programs at postgraduate level

introducing new courses

transformation of existing courses


X X


X


X X X


X


X X X


X X


X X

FPN, Belgrade

X

Marin Barleti University

X X

Table 15

Since, the table 15 does not include details the partners were invited to elaborate proffered support in table 16.

Partner University


CIVITAS contract on mutual corporation, its support to the subject democracy and human rights, book donations, lectures (lecturers are from

USA Education for peace (Institute from Canada) – the development of

curriculum, books, lectures (professor from Canada), workshops


We would need support in new knowledge in this study area, references, guest teachers who will give lectures to our students, professional

development of our teachers by visiting University partners in Europe and the equipment that will make possible the appliance of new methods and

ways of teaching.


Our team expects from partners exchange of ideas and practices in order to achieve full knowledge transfer and knowledge adaptation to our

environment. We hope that this project will ensure that cross-county and cross-generational transfer is of immense importance for the quality of

forthcoming research and education.


We would need support in new knowledge in this study area, references, guest teachers who will give lectures to our students, professional

development of our teachers by visiting University partners in Europe and the equipment that will make possible the appliance of new methods and

16 | P a g e

ways of teaching.


§ Example curricula of human rights education integrated in other not directly related subjects, e.g. sociology or public policies

§ Guest lecturers for targeted topics in human rights § Joint programs and mobility

University of Novi Sad Exchange of experiences and best practices.

Outcome benefits in both national and international level.


We hope that in the framework of this Tempus Project we will be able to share experiences among partners in order to introduce new courses and

transform the existing ones. Tempus Project will be an opportunity for all partners to build models of

curriculum.

FPN, Belgrade Peer review of the syllabi revision, access to the leading publications related to the HR, innovative teaching methods, sustainable networking.

Marin Barleti University Due to the fact that the society understanding on the benefit of HR in higher education is in its initial stages, we see it difficult for introducing this

major and even harder for it to be chosen by students. And lastly, this major would be hardly absorbed by the labor market in the current stage.

We require your support and positive experience in the future introduction of

new curricula and courses. We foresee their introduction at the end of the project. We would require as well partners support for HR training and

qualification for our academic staff involved in HR teaching. Table 16

17 | P a g e

Part II: Undergraduate level of studies

Out of nine universities involved in project only one University (University of Zenica) has an independent undergraduate program regarding Human Rights. All other universities (89% of total) do not such a program.

Chart 5

However, majority of the universities that do not have in independent undergraduate program regarding Human Rights, have one or more courses related to Human Rights at undergraduate level. Only University of Novi Sad does not have any course related to Human Rights.

Chart 6

The courses related to the Human Rights are mandatory at majority of the Universities or both mandatory and elective. Two universities have courses that are electives.

11%

89%

Independent undergraduate program regarding Human Rights

Yes

No

87%

13%

If no independent undergauate program, any course regarding Human Rights at undergraduate level of studies?

Yes

No

18 | P a g e

Chart 7

Total number of students at all nine universities that take course related to human rights is 2.732 students. Almost two third of these students are from two Universities (University of Sarajevo and University of Kragujevac).

Chart 8

50%

25%

25%

If they have course regarding Human Rights at undergraduate level of studies, the course is mandatory or elecOves?

Mandatory

ElecOves

Both

200

860

1000

50

336

43 100 100 43

Number of students that takes courses related to human rights at the moment








Faculty of PoliOcal Science, Belgrade

19 | P a g e

Part III: Postgraduate level of studies Out of nine universities involved in project three Universities (University of Zenica, University of Sarajevo and Faculty of Political Science in Belgrade) have an independent postgraduate program related to the Human Rights. We see that number of programs at postgraduate level is higher than at undergraduate level.

Chart 9

Out of six universities that do not have in independent postgraduate program related to Human Rights, four universities (67%) have one or more courses related to Human Rights, while two universities (University of Novi Sad and University of Tirana) do not have any course related to Human Rights.

Chart 10

The courses related to the Human Rights are usually electives at postgraduate level (at undergraduate this courses were mostly mandatory or both mandatory and electives).

33%

67%

Independent postgraduate program regarding Human Rights

Yes

No

67%

33%

If no independent postgraduate program, any course regarding Human Rights at postgraduate level of studies?

Yes

No

20 | P a g e

Chart 11

Total number of students at all nine universities that take course related to human rights at the postgraduate level is 581 students1.

Chart 12

1 Two universities did not provided number of those students.

29%

57%

14%

If they have course regarding Human Rights at postgraduate level of studies, the course is mandatory or elecGves?

Mandatory

ElecOves

Both

150

240

40

30

79

21 21

Number of students at postgraduate level that takes courses related to human rights at the moment







Marin BarleO University

21 | P a g e

Part IV: Organization Three out of nine Universities have Center or Institute regarding Human Rights Development. Those are: University of Sarajevo, Faculty of Political Science Belgrade and Marin Barlety University.

Chart 13

One out of these three institutions is independent organizational unit. That is Human Rights Centre as an organizational unit of the University of Sarajevo.

Chart 14

These institutions as well as some of their project will be shortly introduced.


Human Rights Center at the University of Sarajevo was founded with aim to provide University with a possibility to organize and enable itself for the confident and expert realization of international human rights.

Its mission is to contribute to the implementation of international human rights through information dissemination processes and providing necessary documentation, lectures, expert advice, research and reporting and publishing relevant materials.

33%

67%

Do you have any Center of InsOtute related to Human Rights Development?

Yes

No

33%

67%

If yes, is it an independent organizaOonal unit?

Yes

No

22 | P a g e

The Centre is an interdisciplinary body and is co-operating with other similar institutions, non-governmental organizations and national and international bodies dealing with human rights issues. Its activities include national as well as international domain.

According to its mandate, the HRC cannot provide direct, concrete and legal protection to individuals who raise allegations about human rights violations. The HRC is not in a position to address governmental institutions in order to deal with the mentioned violations. The HRC staff will direct individual cases to relevant organizations and institutions.

The Centre realizes following tasks:

• Education and training, documenting and informing, research and consulting, that is:

• Achieving international human rights through informing and providing necessary documentation, lectures, giving expert advice, research and reporting;

• Interdisciplinary co-operation with other similar institutions, non-governmental organizations and national and international bodies dealing with human rights issues.

• Assistance in obtaining academic degrees in human rights, on the basis of existing courses, together with University of Sarajevo high-level education institution

• Providing intellectual focus to all University of Sarajevo high-level education institutions staff

• Realization of education projects in the field of human rights, organizing seminars, round tables and other activities with the aim of promoting academic work;

• Library activities: assisting in research projects in the field of human rights, assisting lecturers through providing information, knowledge and resources supporting student-researchers in their study process and providing and delivering information skills developing programs, providing information and materials in assisting researchers, professors and other managers in decision-making process, giving the opportunity for career development and providing services, contributing to academic local community life.

• Engaging experts in the field of human rights;

• Providing financial and material support for the Centre's work and its development,

• Dealing with other activities related to accomplishment of the Centre's main tasks

University of Sarajevo participated in the project regarding the Human Rights Development in Higher Education 10 years ago (project was finished in 2001). Tempus JEP – Development of the New Teaching Curricula. Human Rights Centre of the University of Sarajevo was a co-coordinator of a two-year TEMPUS project with the aim of supporting BH universities in their efforts on developing the curricula and improving their teaching in human rights field.

Faculty of Political Science, Belgrade

Faculty of Political Science, Belgrade within their institution annually organizes Regional School of International Humanitarian Law since 2004 at the Faculty of Political Science, as a non-degree program. The following topics are being covered in the one week program: Introduction to International Humanitarian Law, The Threshold of Applicability of IHL and Different Types of Conflicts, Distinction between Combatants and Non-

23 | P a g e

Combatants, Protection of Civilian Population against the Effects of Hostilities, Non-International Armed Conflict, Means and Methods of Warfare, State Responsibility for the Implementation of IHL, Individual Criminal Responsibility, Tracing the Missing in Relation to Armed Conflict, IHL and International Human Rights Law, Law-Making Process in IHL. The program is being implemented in cooperation with the ICRC, with support of the OSCE and the Embassy of Norway.

Besides that, it is worth mentioning that Faculty of Political Science is included in the ongoing TEMPUS project related to the development and implementation of the curriculum for the interdisciplinary joint master in South-Eastern European Studies. One of the courses that will be taught within this program is Human rights: minority protection and conflict management.


Marin Barleti University has established the Albanian Institute of Public Affairs – AIPA. This institution has 3 sections: Rule of law and human rights, Democracy & Good governance and Gender Academy. The three sections have a broad range of activities in regard to human rights.

‘Marin Barleti’ University has acknowledged several areas, affecting human rights, which either receive poor attention (if any), or are considered as instrumental in the political maneuverings of existing Albanian parties. These issues relate often to environment, minorities, gender issues, data protection, etc. In this context, Marin Barleti University has embarked upon a series of initiatives concerning the diffusion of information regarding these issues, awareness-raising campaigns, public education, etc. Among these initiatives, we could mention:

-‐ Public legal education

Public legal Education has been a year-long project carried out by Marin Barleti University in partnership with Albanian Institute for Public Affairs, which aim was to diffuse legal knowledge among secondary education students. The project involved Marin Barleti professors and law students and consisted in delivering various open lectures and written materials with a particular emphasis on the constitutional human rights and liberties.

-‐ Environment

Environmental issues are often being considered as ‘luxurious human rights’ among various Albanian social groups. For this reason, UMB has started a project, concerning the environmental studies.

-‐ Gender+ Academy

Gender+ Academy represents an effort to institutionalize a center that will focus primarily on gender issues in Albania. The center will also commit to enhancing the rights of diverse marginalized strata of the Albanian society, which due to their economic, ethnical origin, age, or disability, experience marginalization or, even discrimination. This Academy aspires to become an active part of the existing civic network, whose mission is to contribute towards achieving the rule of law in Albania.

-‐ Open lectures with representatives of judiciary

European Court of Human Rights is a legal avenue for determining and vindicating rights, which is used by many Albanian citizens. Still, the functioning and operations of this court are still far from being perfectly known among Albanian students. For that reason, a highly attended event at Marin Barleti University was the open lecture of two prominent Judges of the ECHR, Baroness Francoise Tulkens and Judge Christos Rozakis

24 | P a g e

-‐ Personal data protection

Marin Barleti University and the National Commissioner for the Protection of Personal Data have jointly organized an awareness-raising panel on the situation of data protection in Albania. Given the sensitive nature of personal data and the impact their disclosure might have on an individuals’ privacy, as well as the diffused use of social networks and blogs among the Albanian youth, Marin Barleti University considers the data protection issue as one of the areas which requires continuous attention.

Besides these three, University of Novi Sad participated within the framework of cooperation activities with the Helsinke Committee for Human Rights. The Project "A School for Intercultural Communication, Human Rights and Non-Violent Conflict Resolution", which is implemented in cooperation with the Faculty of Philosophy in Novi Sad, and supported by the OSCE Mission to Serbia. Implementation Period and the Number of Students: The Project "A School for Intercultural Communication, Human Rights and Non-Violent Conflict Resolution" was implemented from 17 September 2011 to 24 December 2011. During an open invitation for students of the University of Novi Sad, which was in the period from May to 15 August 2011, about 70 students applied for it. Screening and selection of students was carried out based on the quality of completed applications, the students’ interest, and possible recommendations of professors, which were enclosed to the application forms. Out of all received applications, there were selected 25 students who attended the school. The students chose an option to have classes on Saturdays mornings.

23 students wrote and defended the Final thesis, which means that these students will get Diplomas of attendance of the course and writing the thesis.

The participants at the project were asked to give their opinion about the best practice regarding the Human Rights Development in Higher Education. Integral answers are given bellow:

University of Zenica The rights of youngsters – cooperation with Universities (Belgrade, Novi Sad) – youth work in society


We believe that the best practice regarding the Human Rights Development is the permanent curriculum development in the higher educational system in which the human rights content will be studied in the complementary way. Also, students’ participation in the curriculum realization will be very useful. Research in Human rights in the local community and experience exchanging in the region and broader, then creating unique data base – creating possibilities for all of these aspects is in demand.


Implementation of Council of Europe Committee of Ministers Resolution (78) 41 on Teaching Human Rights Implementation of Council of Europe Parliamentary Assembly Recommendation 1346 (1997) on Human Rights Education


Besides the HR courses that are dedicated to the students of the Faculty of Law, same courses are available for students of other study programs. Besides that formal, UDG also cherish the HR atmosphere and culture among students and employees by organizing discussions, round tables and etc.

University of Montenegro Combination of specific courses and integration in existing curricula segments that effectively increase awareness of students on human rights.

University of Novi Sad Strengthening the competencies of students for leadership, respect for human rights, following the contemporary achievements, compulsory professional practice, and the synergy of formal and informal education.

25 | P a g e


We are of the opinion that introducing the component of human rights in as many as possible courses is one of the best and most effective practices. On the other side, organizing extra curriculum activities like competitions on human rights, posters, registrations etc are also best practices to learn by doing.

Faculty of Political Science, Belgrade

As to the development of human rights in higher education one should certainly have to be sensitive both in terms of content and methodology. Teaching human rights courses in Western Balkans countries carries some specificity due to recent civil wars, alleged humanitarian law allegations, minority issues, political rights violations etc. Serbia has additional peculiarities related to the heritage of Milosevic’ regime, NATO intervention and Kosovo issue. In that respect teaching methodology should be characterized by more seminar debates, case studies and essay-writing than on the ex cathedra lectures. Of course, international human rights standards and relevant case law should be identified, but human rights teachers should try to moderate and not dominate the sessions.


Listed below is what we consider as the best practice to achieve regarding the Human Rights: -Workshops on various Human Rights issues with partners -Equipping students with manuals on Human Rights in the native language -The use of audio-visual materials Good practices that we already have: -Internships in the Institution of the People’s Advocate and Judicial Institutions -Involvement and self-organization of students in Human Rights activities (student clubs) Among those practices which foster human rights in Higher Education is the signed agreement between “Marin Barleti” University and Ministry of Labor, Social Issues and Equal Chances, concerning the inclusion of Roma minority members into our academic institution. Due to the various constrains which limit the Roma youngsters access to the Higher Education, “Marin Barleti” University has positively responded to the invitation extended by the Ministry of Labor, Social Issues and Equal Chances for providing free scholarships to Roma students. From the signature date of this agreement (04 November 2011) up to date, UMB has offered two such scholarships for Bachelor studies (one in Business Management and one in Sociology) and one scholarship for the Master degree studies (in Marketing and Operation Management). Marin Barleti University has borne overall tuition fees for the above-mentioned students.

Table 17

2051 developing human rights education at the heart of the...

Documents