Vedrana Spajic-Vrkas 1 Implementation of the Human Values – IHLR Programme in the Croatian...

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


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


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


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)


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)


RESULTSRESULTS


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


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)


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


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


Knowledge: elementaryKnowledge: elementary school IN-FINschool IN-FIN

IN - Mean=12,71 FIN - Mean=15,05

Min=0

Max=26


Knowledge: secondary Knowledge: secondary school IN-FINschool IN-FIN

Min=0

Max=26

IN - Mean=13,76 FIN – Mean=17,73

IN FIN


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


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


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


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


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


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


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


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 bih prolaznike da zaustavimotučnjavu





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







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







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







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







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 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


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


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


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

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