scholarly journals Measuring competences for democratic culture: teaching human rights through religious education

2022 ◽  
Vol 5 (1) ◽  
pp. 112-135
Author(s):  
Marios Koukounaras Liagkis ◽  
Michalis Skordoulis ◽  
Vasiliki Geronikou
Keyword(s):  
Human Rights ◽  
Religious Education ◽  
Principal Component ◽  
Democratic Citizenship ◽  
Reliability Factor ◽  
Democratic Culture ◽  
Multiple Item ◽  
Culture Teaching ◽  
Two Phases ◽  
Item Scale

This paper aims to present research on measuring competences for democratic culture. It describes the development of a multiple-item scale that measures competences in teaching democratic citizenship and human rights through religious education. A principal component analysis based on the 135 items of the Council of Europe’s Reference framework of competences for democratic culture was carried out in two phases, in order to construct and refine the scale. The result was a 52-item scale divided into six components. This was tested for its reliability, factor structure and validity; firstly on a sample of 123, and secondly on a sample of 403 secondary RE teachers (2018-19). The research scrutinises the concept of democratic competences as being the ability to mobilise and deploy relevant values, attitudes, skills, knowledge and/or understanding. It concludes that these competences are more complex structures than has been assumed.

Recontextualization of Islamic Peace Education

2018 ◽  
Vol 13 (2) ◽  
pp. 183-202
Author(s):  
Siti Rohmah ◽  
M. Syukri Ismail ◽  
Moh. Anas Kholish ◽  
Mona Novita
Keyword(s):  
Human Rights ◽  
Middle East ◽  
Religious Education ◽  
Alternative Model ◽  
Peace Education ◽  
Religious Conflict ◽  
Islamic Education ◽  
Education Environment ◽  
Education Model ◽  
Interreligious Education

Some circles suggest that the phenomenon of intolerance and religious conflict in Indonesia will be reduced by a religious education model dominated by a mono-religious approach. The approach that focuses on deepening the knowledge of all religions is considered to be the cause of the persistence of interfaith stigma and prejudice. However, there are objections from various circles to the concept and application of interreligious education which requires close dialogue and interaction, an appreciative attitude, and openness to adherents of other religions. This article argues that the development of a peaceful and diverse mono-religious education approach is possible. This study employs Mohammed Abu-Nimer's theory as an alternative model of Islamic peace education that is strategic, participatory and practical; it focuses on his experience in conflict areas and in the Islamic education environment, which is often stigmatized conservatively in the Middle East and Africa. This study confirms that monoreligious education provides room for peace education that builds pedagogy of tolerance, diversity and human rights.

"Learning and living democracy for all". Council of Europe Programme promoting Citizenship and Human Rights Education

CADMO ◽  
2009 ◽  
pp. 47-54
Author(s):  
Yulia Pererva
Keyword(s):  
Human Rights ◽  
International Cooperation ◽  
International Institutions ◽  
Democratic Citizenship ◽  
Human Rights Education ◽  
Social Rights ◽  
Council Of Europe ◽  
Member States ◽  
Close Cooperation

- Since 1997, the Council of Europe has supported a Project on Education for Democratic Citizenship and Human Rights (EDC/HRE) with the aim of complimenting its treaty related activities in the fields of Human and Social Rights. The article presents the programmes and the initiatives supported and developed by the Council of Europe both at an international and at the national levels as well as the most important adopted texts and publications. It outlines the principles on which partnership and networking are built by the Council of Europe in close cooperation with member states and other regional and international institutions.Keywords human rights education, education for democratic citizenship, international cooperation.

scholarly journals Human rights and children’s rights in worldview education in Finland

2022 ◽  
Vol 5 (1) ◽  
pp. 47-69
Author(s):  
Eero Salmenkivi ◽  
Tuija Kasa ◽  
Niina Putkonen ◽  
Arto Kallioniemi
Keyword(s):  
Human Rights ◽  
Religious Education ◽  
Core Curriculum ◽  
Ethical Issues ◽  
Children's Rights ◽  
Children’S Rights ◽  
Ethical Perspective ◽  
Specific Focus ◽  
Explicit Mention ◽  
Freedom Of Thought

In this article we examine the profiling of human rights and children’s rights in religious education (RE) and its secular alternative in Finland. We use the term ‘worldview education’ to describe the combination of these subjects. We analyse what kinds of human rights and ethical issues are raised in Finnish worldview education. One specific focus is the explicit mention of human rights and children’s rights in the worldview education section of the Finnish national core curriculum (2014). We conclude that the curriculum gives plenty of space to human rights and children’s rights, and that this enables one to conceive of human rights as being an overarching ethical perspective in worldview education. Nevertheless, we indicate that the organisation of worldview education in Finland has some problems when it comes to the realisation of children’s freedom of thought, conscience, and religion.

scholarly journals MULTIDIMENSIONAL INSTRUMENT OF EXAMINERS’ ATTITUDE TOWARDS KNOWLEDGE OF MALPRACTICE INDICATORS

2020 ◽  
Vol 4 (1) ◽  
pp. 17-25
Author(s):  
Musa Adekunle Ayanwale ◽  
Funmilayo Rebecca Abayomi
Keyword(s):  
Factor Analysis ◽  
Reliability Index ◽  
Principal Component ◽  
Single Subject ◽  
Single Subject Design ◽  
Intensive Training ◽  
Confirmatory Factor ◽  
Ondo State ◽  
Two Phases ◽  
Research Type

In this study, the authors constructed and validated instrument to measure examiners’ disposition towards knowledge of examination malpractice indicators of West African Examinations Council (WAEC). Consequently, scale development research type of single-subject design was employed. The sample for the two phases consisted of nine hundred and sixty (960) WAEC mathematics examiners from 9 marking centres, which were drawn randomly from Osun, Ogun and Ondo State, Nigeria. The instrument used for data collection was Examiners’ Attitude Towards Knowledge of Malpractice Indicators Scale (EAKMIS). Data were analyzed using Principal Component Analysis (PCA), Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA) and Ordinal Alpha. The results showed that the scale was reduced from twenty (20) to eleven (11) items across three (3) dimensions. Final compliance indices were: χ2 = 457.54, p = 0.01, RMSEA= 0.03, GFI = 0.96, AGFI = 0.96, TLI = 0.94, NFI = 0.90, SRMR= 0.01, CFI= 0.91 and IFI= 0.91. The ordinal alpha reliability index for the three (3) factors of EAKMIS was 0.79, while the reliability index for each of the subscale of the EAKMIS ranged from 0.85 to 0.93. It was recommended that there should be intensive training and re-training for all the examiners by the examining body where issues related to the detection of examination malpractice cases while marking would be discussed.

Teaching Literature in Schools for Democratic Citizenship

2021 ◽  
Author(s):  
Ruth Heilbronn
Keyword(s):  
Human Rights ◽  
United Nations ◽  
Democratic Citizenship ◽  
Creative Arts ◽  
Human Right ◽  
Teaching Literature ◽  
The United Nations ◽  
The Individual ◽  
United Nations Charter ◽  
At Home

Education is a human right and benefits both the individual and the whole society. Education that encourages debate and discussion and acknowledges complexity and ambiguity is essential for people to develop a respect for others and for democracy—that is, to participate as citizens. This concept is encapsulated in the United Nations Charter of Human Rights. The humanities and the creative arts are important curriculum areas that can encompass diversity and complexity and support the development of a necessary critical disposition. Study in these areas helps to create people who are at home in a culture in which openness to others and criticality in receiving ideas are paramount. Literature plays a key role in attaining these curriculum aims.

Inklusive Konfirmandenarbeit geht im Team

2015 ◽  
Vol 67 (3) ◽  
pp. 277-285
Author(s):  
Thomas Ebinger ◽  
Wolfhard Schweiker
Keyword(s):  
Human Rights ◽  
Special Needs ◽  
Religious Education ◽  
Structural Transformation ◽  
Teaching Methods ◽  
Financial Support ◽  
Team Work ◽  
Educational Setting ◽  
The Church

Abstract The article discusses how the Human Rights principle of inclusion might be implemented in confirmation classes. A religious education of adolescents which doesn’t exclude people with special needs challenges the pedagogical competencies of ministers, as they have to adapt their teaching methods and contents. Moreover, the article focuses on how team work within confirmation classes can be established. What are the challenges and chances in the specific educational setting of the congregation? What alternatives are there to memorizing and reciting, that adolescents with special needs might not be capable of? What kind of team workers might be gained and educated? Finally, the authors discuss how the Church can meet these challenging needs by structural transformation and financial support.

MKTEFFECT: A Multiple-item Scale for Measuring Marketing Effectiveness in American Consumer Banking through Customer Judgement

1996 ◽  
Vol 21 (1) ◽  
pp. 57-68
Author(s):  
R.D. Sharma
Keyword(s):  
Marketing Effectiveness ◽  
Multiple Item ◽  
American Consumer ◽  
Item Scale

This paper by RD Sharma presents the development of a 33-item scale called MKTEFFECT for obtaining customer judgement on the efficacy of marketing efforts in American consumer banking.

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