vedrana spajic-vrkas 1 implementation of the human values – ihlr programme in the croatian...
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Vedrana Spajic-VrkasVedrana Spajic-Vrkas 11
Implementation of the Implementation of the Human Values – IHLR Human Values – IHLR Programme in the Croatian Programme in the Croatian elementary & secondary elementary & secondary schools: Research resultsschools: Research results
International seminar of the Red Cross, Zagreb, 22-25 August, International seminar of the Red Cross, Zagreb, 22-25 August, 20122012
Prof. Vedrana Spajić-Vrkaš, Ph.D.Ines Potočić RTC Human Rights and Democratic Citizenship, Faculty of Humanities and Social Sciences University of Zagreb
Vedrana Spajic-VrkasVedrana Spajic-Vrkas 22
Starting pointsStarting points IHLIHL - - a set of rules which seek, for a set of rules which seek, for the the humanitarian humanitarian
reasons, to reasons, to limit the effects of armed conflictlimit the effects of armed conflict (the law of (the law of war or war or of armed conflictof armed conflict))..
IHLIHL protect protectss persons who are not or are no longer persons who are not or are no longer participating in the hostilitiesparticipating in the hostilities and restricts the means and and restricts the means and methods of warfare.methods of warfare.
IIHL HL is is part of international lawpart of international law, , including HR lawincluding HR law The HV-IHLR Programme is implemented in Croatian The HV-IHLR Programme is implemented in Croatian
schools as schools as part of the National HRE Programmepart of the National HRE Programme The The aims of the programmeaims of the programme are the following: are the following:
– to familiarise the students with the concepts of principles of to familiarise the students with the concepts of principles of IHL, including the relation of violence and war to democracy IHL, including the relation of violence and war to democracy
– make them sensitive to the rule of law in war and armed make them sensitive to the rule of law in war and armed conflictsconflicts
– develop conflict-management skillsdevelop conflict-management skills– promote participation, engagement and non-violent civic promote participation, engagement and non-violent civic
culture culture
Vedrana Spajic-VrkasVedrana Spajic-Vrkas 33
Main aim of the studyMain aim of the study
The The evaluation of outcomes of the evaluation of outcomes of the implementation of the HV-IHLR implementation of the HV-IHLR ProgrammeProgramme in Croatian elementary in Croatian elementary and secondary schools:and secondary schools:– students’ students’ interestinterest in joining the in joining the
programmeprogramme– students’ students’ knowledge about IHLknowledge about IHL– students’students’ attitudes attitudes about the IHL-about the IHL-
related issuesrelated issues prior and after the prior and after the programme programme
Vedrana Spajic-VrkasVedrana Spajic-Vrkas 44
The sampleThe sample
Number of schools Number of schools included in the included in the programmeprogramme::– Elementary: 9Elementary: 9– Secondary: 17Secondary: 17
School levelSchool levelTotal No. of Total No. of schools schools (students) surveyed(students) surveyed
ININ FINFIN
ElementaryElementary 6 (202) 6 (202) 6 (160)6 (160)
SecondarySecondary 14 (376)14 (376) 14 (361)14 (361)
TotalTotal 20 (578)20 (578) 20 (421)20 (421)
Vedrana Spajic-VrkasVedrana Spajic-Vrkas 55
The content of the The content of the questionnairequestionnaire
Independent Independent variables:variables:– sexsex– ageage– school levelschool level– classclass
Dependent variables:Dependent variables: – InterestInterest for attending the programmefor attending the programme– ExpectattionsExpectattions from the programme in from the programme in
terms of learning outcomesterms of learning outcomes– Associations Associations ofof war war – Knowledge Knowledge about IHLabout IHL– Opinions and attitudes Opinions and attitudes about the about the
causes of war, the preconditions for causes of war, the preconditions for reducing the threat of war, the best reducing the threat of war, the best ways to reduce suffering when the war ways to reduce suffering when the war could not be avoided, etc., could not be avoided, etc., prior and prior and after the programmeafter the programme
– BehaviourBehaviour in controversial (risk) in controversial (risk) situations situations prior and after the programmeprior and after the programme (street fight, harassment of a shy (street fight, harassment of a shy student, a peer taking drugs) and student, a peer taking drugs) and participation in civic and political participation in civic and political activities)activities)
Vedrana Spajic-VrkasVedrana Spajic-Vrkas 66
RESULTSRESULTS
Vedrana Spajic-VrkasVedrana Spajic-Vrkas 77
Interest for attending the programme: elementary school IN (%)
5,5 4,5
28,9
31,8
29,4
not at all interested
not interested
neither interested not notinterested
interested
interested a lot
Interest for attending the programme: secodary school IN (%)
4,6 5,1
36,242,7
11,4
not at all interested
not interested
neither interested nor notinterested
interested
interested a lot
Interes za uključivanje u program Humane vrednote i istraživanje humanitarnog prava: osnovna i srednja škola IN (%)
5,5
4,5
28,9
31,8
29,4
4,6
5,1
36,2
42,7
11,4
0 10 20 30 40 50
nimalo nisam zainteresiran/a
nisam zainteresiran/a
osrednje sam zainteresiran/a
zainteresiran/a sam
jako sam zainteresiran/a
osnovna škola
srednja škola
Vedrana Spajic-VrkasVedrana Spajic-Vrkas 88
3,43 3,453,77
1
2
3
4
5
Low KL Middle KL High KL
Interest for attending the programme and level of knowledge: secondary school (mean)
3,28 3,47 3,634,06
0
1
2
3
4
5
1st year 2nd year 3rd year 4th year
Interest for attending the programme by & school grade:
secondary school (mean)
Vedrana Spajic-VrkasVedrana Spajic-Vrkas 99
What do students expect to be familiar with after the programme: secondary school IN (%)
65,6
43,9
26,5
24,3
25,1
50
26,2
15,5
55,5
25,7
0 10 20 30 40 50 60 70
what is IHL and how does it function
what does it mean to respect human life & dignity
what are the causes and consequences of war
what is prohibited in war
who is responsible for the breakout of war
how can war be avoided
what is the role of citizens in impeding war
what is the role of accidental witnesses in impeding war
how can interpersonal conflicts be peacefully solved
what is the role of NGOs in war
Što učenici očekuju da će naučiti u programu Humane vrednote i istražvanje humanitarnog prava: osnovna i srednja škola IN (%)
54
52,5
42,4
26,3
30,3
56,1
22,2
12,6
43,9
22,2
65,6
43,9
26,5
24,3
25,1
50
26,2
15,5
55,5
25,7
0 10 20 30 40 50 60 70
što je MHP i kako djeluje
što znači poštivati ljudski život i dostojanstvo
koji su uzroci i posljedice rata
što se u ratu ne smije
tko snosi odgovornost za izbijanje rata
kako se rat može izbjeći
koja je uloga građana u sprječavanju rata
koja je uloga slučajnih svjedoka u sprječavanju sukoba
kako mirno rješavati međuljudske sukobe
koja je uloga NVO-a u ratu
osnovna škola
srednja škola
Vedrana Spajic-VrkasVedrana Spajic-Vrkas 1010
29,6
70,4
85,6
14,4
0
20
40
60
80
100
IN FIN
Self-assessment of being familiar with IHL: secondary school IN-FIN (%)
YES
NO
23,1
76,9 78,7
21,3
0
20
40
60
80
IN FIN
Self-assessment about being familiar with IHL: elementary school IN-FIN (%)
YES
NO
Vedrana Spajic-VrkasVedrana Spajic-Vrkas 1111
Knowledge: elementaryKnowledge: elementary school IN-FINschool IN-FIN
IN - Mean=12,71 FIN - Mean=15,05
Min=0
Max=26
Vedrana Spajic-VrkasVedrana Spajic-Vrkas 1212
Knowledge: secondary Knowledge: secondary school IN-FINschool IN-FIN
Min=0
Max=26
IN - Mean=13,76 FIN – Mean=17,73
IN FIN
Vedrana Spajic-VrkasVedrana Spajic-Vrkas 1313
Index (level) of knowledge - Index (level) of knowledge - KL KL
Max = Max = 27 27 scoresscores – Low Low KL:KL: 0-90-9– MiddleMiddle KL: KL: 10-1810-18– HighHigh KL: KL: 19-27 19-27
Vedrana Spajic-VrkasVedrana Spajic-Vrkas 1414
25,2
15,3
66,3
58,8
8,4
25,9
0
10
20
30
40
50
60
70
Low KL middle KL high KL
Level of knowledge: elementary school IN-FIN
početno
završnoIN
21,5
5,3
59,6
47,9
18,9
46,8
0
10
20
30
40
50
60
low KL middle KL high KL
Level of knowledge: secondary school IN-FIN
početno
završno
Vedrana Spajic-VrkasVedrana Spajic-Vrkas 1515
Associations of warAssociations of war
FearFear dominantly (no difference dominantly (no difference between IN & FIN but:between IN & FIN but:– between between sexes:sexes:
Fs associate war more with calamity & Fs associate war more with calamity & disasterdisaster
Ms associate war more with casualty Ms associate war more with casualty school level)school level)
– between between school levelsschool levels
Vedrana Spajic-VrkasVedrana Spajic-Vrkas 1616
The causes of war:elementary school IN-FIN (%)
24,4
45,3
48,3
6
11,9
27,4
6,5
27,6
29,4
49,4
4,1
15,3
28,8
10
0 10 20 30 40 50 60
difference between rich & poor countries
agressivehuman nature
conquest
submission to leaders
absence of international control
absence of empathy for suffering of others
lack of interest of people for political events
početno
završno
Causes of war:secondary school IN-FIN (%)
14,2
45,9
44,8
10,1
13,9
25,3
1,1
21,1
36,9
53,9
11,1
20,3
21,1
2,8
0 10 20 30 40 50 60
difference between rich & poor countries
agressive human nature
conquest
submission to leaders
absence of international control
lack of empathy for suffering of others
lack of interest of people for political events
početno
završno
Vedrana Spajic-VrkasVedrana Spajic-Vrkas 1717
The preconditions for reducing the threat of war: secondary school IN-FIN (mean)
3,7
4,16
4,19
3,88
4,07
3,68
4,5
3,18
3,69
4,07
4,22
3,87
3,96
3,77
4,48
3,25
0 1 2 3 4 5
understanding causes & consequences of war
peaceful conflict-resolution skills
commitment of all to human rights
readiness of all to defend justice
responsibility of politicians for individual wellbeing
strong civil society
respect for human life & dignity
impartiality of media
IN
FIN
The preconditions for reducing the threat of warelementary school IN-FIN (mean)
3,29
3,67
3,96
4,12
3,72
3,76
4,41
2,7
3,42
3,67
3,87
3,9
3,82
3,7
4,15
2,78
0 1 2 3 4 5
understanding te causes & consequences of war
peaceful conflict- resolution skills
commitment of all to human rights
readiness of all to defend justice
responsibility of politicians for individual wellbeing
strong civil society
respect for human life & dignity
impartiality of media
početno
završno
Vedrana Spajic-VrkasVedrana Spajic-Vrkas 1818
Preconditions for reducing Preconditions for reducing the threat of war: factor the threat of war: factor dimensions: Secondary dimensions: Secondary school FINschool FIN
civic competence strong democracy
Vedrana Spajic-VrkasVedrana Spajic-Vrkas 1919
Compliance with selected Compliance with selected statements: Factor dimensions: statements: Factor dimensions: Secondary school FINSecondary school FIN
nationalism
pluralism
authoritarianism
elitism
The honourable obligation of every person is to defend its country
Minority cultures enrich the society
In some situations the state must control media
Great leaders change the world, not the masses
Vedrana Spajic-VrkasVedrana Spajic-Vrkas 2020
Što bi učinio/la kad tvoj prijatelj/ica tuče nepoznatu ososbu? (%)
7
17
46
20
6
4
7
20
47
14
7
5
2
8
64
18
6
2
2
6
71
13
3
5
0 10 20 30 40 50 60 70 80
pozvao/la bi policiju
pozvao/la bih prolaznike da zaustavimo tučnjavu
umiješao/la bih se da prekinem tučnjavu
s odstojanja bih tražio/la da prestanu
gledao/la bih s odstojanja
neprimjetno bih se udaljio/la
OŠ-P
OŠ-Z
SŠ-P
SŠ-Z
Što bi učinio/la kad tvoj prijatelj/ica tuče osobu koja te povrijedila? (%)
3
10
32
24
19
12
6
15
28
27
16
8
1
5
34
30
23
7
3
5
35
24
28
5
0 10 20 30 40
pozvao/la bi policiju
pozvao/la bih prolaznike da zaustavimotučnjavu
umiješao/la bih se da prekinem tučnjavu
s odstojanja bih tražio/la da prestanu
gledao/la bih s odstojanja
neprimjetno bih se udaljio/la
OŠ-P
OŠ-Z
SŠ-P
SŠ-Z
Što bi učinio kad nepoznati muškarac tuče dijete? (%)
74
10
5
5
2
4
70
11
9
7
2
1
63
19
7
4
3
4
61
19
7
5
3
5
0 20 40 60 80
pozvao/la bi policiju
pozvao/la bih prolaznike da zaustavimotučnjavu
umiješao/la bih se da prekinem tučnjavu
s odstojanja bih tražio/la da prestanu
gledao/la bih s odstojanja
neprimjetno bih se udaljio/la
OŠ-P
OŠ-Z
SŠ-P
SŠ-Z
Što bi učinio/la kad nepoznata žena tuče dijete? (%)
43
21
10
12
7
7
50
24
9
8
5
4
40
20
15
12
5
8
36
27
14
10
5
8
0 10 20 30 40 50 60
pozvao/la bi policiju
pozvao/la bih prolaznike da zaustavimotučnjavu
umiješao/la bih se da prekinem tučnjavu
s odstojanja bih tražio/la da prestanu
gledao/la bih s odstojanja
neprimjetno bih se udaljio/la
OŠ-P
OŠ-Z
SŠ-P
SŠ-Z
Što bi učinio kad dvoje nepoznatih muskaraca tuku trećega? (%)
31
33
8
9
9
10
38
29
8
4
7
14
34
31
4
7
11
13
40
26
3
7
7
17
0 10 20 30 40 50
pozvao/la bi policiju
pozvao/la bih prolaznike da zaustavimotučnjavu
umiješao/la bih se da prekinem tučnjavu
s odstojanja bih tražio/la da prestanu
gledao/la bih s odstojanja
neprimjetno bih se udaljio/la
OŠ-P
OŠ-Z
SŠ-P
SŠ-Z
Što bi učinio/la kad dvije nepoznate djevojke tuku treću? (%)
19
30
15
9
17
10
21
32
18
8
13
8
14
28
18
12
15
13
20
28
13
12
15
12
0 5 10 15 20 25 30 35
pozvao/la bi policiju
pozvao/la bih prolaznike da zaustavimotučnjavu
umiješao/la bih se da prekinem tučnjavu
s odstojanja bih tražio/la da prestanu
gledao/la bih s odstojanja
neprimjetno bih se udaljio/la
OŠ-P
OŠ-Z
SŠ-P
SŠ-Z
Što bi učinio kad se nepoznati muškarci tuku? (%)
43
7
1
3
12
34
52
7
3
3
8
27
45
5
2
1
10
37
48
6
0
2
11
33
0 10 20 30 40 50 60
pozvao/la bi policiju
pozvao/la bih prolaznikeda zaustavimo tučnjavu
umiješao/la bih se daprekinem tučnjavu
s odstojanja bihtražio/la da prestanu
gledao/la bih sodstojanja
neprimjetno bih seudaljio/la
OŠ-P
OŠ-Z
SŠ-P
SŠ-Z
Behaviour in a controversial Behaviour in a controversial (risk) situation(risk) situation
Vedrana Spajic-VrkasVedrana Spajic-Vrkas 2121
Participation: faktor Participation: faktor dimension: elementary dimension: elementary school school
Student as a participative citizen
Student as an engaged citizen
Student as a private citizen
Participate in decision making in school
Contribute to humanitarian action
Participate in family decision making
Vedrana Spajic-VrkasVedrana Spajic-Vrkas 2222
Participation: faktor Participation: faktor dimension: secondary dimension: secondary school FINschool FIN
Student as a humanitarian
activit
Student as a partcipative citizen
Student as a civil activist
Voluntary helped a disabled person
Solved a classroom problem by active participation in discussion
Informed local politician about the community problem
Vedrana Spajic-VrkasVedrana Spajic-Vrkas 2323
Satisfaction with the selected dimensions of the programme: one secondary school (mean)
3,35
3,71
3,76
3,81
3,26
3,56
0 1 2 3 4 5
topics & content
teacher's approach
students' engagement
cooperation & team work
textbook
classroom atmosphere