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SDG 4.7 / Human Rights Education Monitoring Tool
Denmark
Europe | 2020
The Danish Institute for Human Rights
Reviewer
Sille Stidsen
Published: 11/05-2021
59%
This score measure how well supported human rights are in the education system. Indicators for scoring are set by the HRE 4.7 initiative and is fully describes at hresurvey.org.
0-33%: No or very little support for Human Rights Education
33-65%: Important elements supported. But major issues.
66-100%: Missing support in some key areas
This chart provides an overall overview of your responses. For each of the five area a total score is calculated. The higher the score the better. The maximum score is 100 and the minimum score is 0. See appendix A for mere details
This diagram portrays the level of the integration of human rights education at the different school levels. To find the details behind the numbers, look into the individual answers on the printed survey.
Instruments
| Ratified | Reported | |
|---|---|---|
| UNESCO Convention Against Discrimination in Education (1960) | Yes | Yes |
| International Convention on the Elimination of All Forms of Racial Discrimination (1965) | Yes | Yes |
| International Covenant on Economic, Social and Cultural Rights (1966) | Yes | Yes |
| Convention on the Elimination of All Forms of Discrimination against Women (1979) | Yes | Yes |
| Convention on the Rights of the Child (1989) | Yes | Yes |
| Convention on the Rights of Persons with Disabilities (2006) | Yes | No |
Other reporting mechanism
| Reported | |
|---|---|
| UNESCO Recommendation concerning Education for International Understanding, Co-operation and Peace a | Yes |
| The UN World Programme for Human Rights Education (2005-ongoing) | No |
| Universal Periodic Review (UPR) | Yes |
Above table show how many conventions have been ratified, and to how many mechanisms the country has reported. The number in paratheses shows how many percent in the region that has ratified and reported
Country population: (Without decimal)
5.800.000
Number of primary and secondary school children:
705
Number of out-of-school children of primary and secondary school age:
279
Average age of school start:
6
Average years of basic education:
10
The SDG 4.7 / Human Rights Education Monitoring Tool is a tool for collecting data on progress in the human rights education elements of SDG target 4.7 and the UN World Programme for Human Rights Education (WPHRE). It is based on human rights standards and methodologies and operationalises the OHCHR-UNESCO Self-Assessment Guide for Governments regarding Human Rights Education in Primary and Secondary School Systems.
Scores and answers for all indicators
Indicators under the policy dimension measure how well international standards on human rights education are reflected in national policies and institutional frameworks
CRPD
ICESCR
CEDAW
ICRD
UNESCO CADE
CRC
https://indicators.ohchr.org/
http://portal.unesco.org/en/ev.php-URL_ID=15244&URL_DO=DO_TOPIC&URL_SECTION=201.html
UPR
ICRD
ICESCR
CRC
UNESCO CADE
UNESCO REIUEI
CEDAW
In the UPR recommendations for Denmark under the 2nd cycle, the State was recommended to secure human rights education for children in primary and secondary education and include education on diversity in the curricula of elementary schools.
Denmark's Core Document to the comittees is mentioning how human rights awareness are promoted through educational programmes (item 195, 197-98). (However, the guidelines for core document are requesting answers on human rights awareness through educational programmes at all levels). (e.g. https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=HRI%2fCORE%2fDNK%2f2018&Lang=en)
UNESCO (1960): Ninth consultation in 2017, Case no.: 16/05890 from the Ministry of Children and Education (not online)
CERD: 22-24 periodic report (2013-2018). Paragraphs 202, 207, 273, 275- 277, 297 are mentioning issues in relation to HRE: citizenship, non-discrimination and equality within education (https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CERD%2fC%2fDNK%2f22-24&Lang=en)
CECSR: 6th periodic report (2018). Paragraph 23 is mentioning equality for LGBTI persons within education (https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=E%2fC.12%2fDNK%2f6&Lang=en).
CEDAW: 9th periodic report (2019). Part III, page 26, is mentioning the objectives on rights from the School Act and the mandatory theme on 'Health, Sexuality and Family Education'. (https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CEDAW%2fC%2fDNK%2f8&Lang=en)
CRC: 5th periodic report (2016. Paragraph 20, 23, 27, 78, 151 are mentioning teaching and learning about children's rights in school. E.g. mentioning collaboration with DIHR. (https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC%2fC%2fDNK%2f5&Lang=en)
CRPD: Combined second and third periodic reports (2020). The report is not mentioning teaching or learning about the rights as outlined in the convention (https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRPD%2fC%2fDNK%2f2-3&Lang=en)
UNESCO (1974): Sixth consultation in 2016, submitted by the national UNESCO Commission in September 2016. (not online)
WPHRE: Denmark has not reported to the UN WPHRE
UPR: 2nd cycle (2016): Chapter II, paragraph 4 and chapter III, paragraph 6 is mentioning progress on HRE in schools. Further, paragraphs 46 is mentioning collaboration with DIHR on developing materials. (https://www.ohchr.org/EN/HRBodies/UPR/Pages/DKindex.aspx)
Primary: Yes
Lower sec.: Yes
Upper sec.: No
Learning objectives with explicit references to human rights standards are very limited.
For primary, only the subject 'History' has a reference (in the canon) to the UN declaration on human rights and in the mandatory teaching theme 'Health, sexual and family education' a guiding non-mandatory objective concerning UN Convention on the Rights of the Child.
For lower secondary, the subject 'Social Science' is mentioning human rights in a guiding non-mandatory objective and without reference to standards or mechanisms. The subject 'history' mention the UN declaration on human rights as part of the history canon.
For upper secondary human rights is mentioned once in the subject 'History' without reference to standards or mechanisms.
PRIMARY AND LOWER SECONDARY
The overall objective of public schooling (primary and lower secondary) in Denmark, as defined in the Public-School Act underlines that “primary education must prepare the students for participation, co-responsibility, rights and duties in a free and democratic society. The schools’ activities must therefore be characterised by freedom of thought, equality, and democracy”. (§1, pt. 3) https://www.uvm.dk/folkeskolen/folkeskolens-maal-love-og-regler/om-folkeskolen-og-folkeskolens-formaal/folkeskolens-formaal)
PRIMARY
HISTORY: the UN Declaration on Human Rights from 1948 is part of the of the Danish 'History Canon', which is mandatory to teach. (https://www.spsu.dk/nyheder/uvm/2017/maj/170519-ny-aftale-giver-oeget-frihed-om-faelles-maal-i-folkeskolen).
HEALTH, SEXUAL AND FAMILY EDUCATION (Sundheds-, seksualundervising og familiekundskab): the UN Convention on the Rights of the Child is mentioned in a guiding, non-mandatory (guiding) objective (https://emu.dk/grundskole/sundheds-og-seksualundervisning-og-familiekundskab/faelles-mal)
LOWER SECONDARY
SOCIAL SCIENCE (samfundsfag): human rights is mentioned in a guiding non-mandatory objective and without reference to standards or mechanisms. (https://arkiv.emu.dk/sites/default/files/Samfundsfag%20-%20januar%202016.pdf)
HISTORY: the UN Declaration on Human Rights from 1948 is part of the of the Danish 'History Canon', which is mandatory to teach. (https://www.spsu.dk/nyheder/uvm/2017/maj/170519-ny-aftale-giver-oeget-frihed-om-faelles-maal-i-folkeskolen).
UPPER SECONDARY
The overall objective of upper secondary education is to “(…) prepare the students for participation, co-responsibility, rights and duties in a society with freedom and democracy. The teaching and the entire daily life of the institution must therefore be based on intellectual freedom, equality and democracy and strengthen students' knowledge of and respect for fundamental freedoms and human rights, including gender equality. (…)” (Chapter 1, pt. 4). (https://www.retsinformation.dk/eli/lta/2019/611)
HISTORY: human rights is mentioned in the subject ‘History’ for stx and hhx, but without references to standards or mechanisms. (https://www.uvm.dk/gymnasiale-uddannelser/fag-og-laereplaner/laereplaner-2017)
Upper sec.: No
Primary: No
Lower sec.: No
SDG Goal 4 and the aim of teaching inter alia human rights is mentioned in the National SDG Action Plan. However, there are no actions in relation to human rights education and SDG Target 4.7
https://www.regeringen.dk/publikationer-og-aftaletekster/handlingsplan-for-fns-verdensmaal/
Upper sec.: No
Primary: No
Lower sec.: No
http://www.oes-cs.dk/olapdatabase/finanslov/index.cgi
Indicators in the Curricula domain measure whether human rights are adequately integrated into curricula; whether teaching materials on human rights are available - and whether the teaching on human rights is adequately contextualized to the national context.
Upper sec.: Yes
Primary: Yes
Lower sec.: Yes
For both primary, lower and upper secondary education human rights are included in some mandatory subjects of the national curricula.
PRIMARY AND LOWER SECONDARY: Human rights are highlighted in Common Objectives within the following subjects: social studies, history and health, sex and family life education.
The Universal Declaration is a mandatory part of the instruction in history in elementary school, where the Common Objectives recommend that teachers put Universal Declaration into perspective in relation to human rights in practice (e.g. their inclusion in the constitutions of different countries) and in more recent conventions, such as the Convention of the Rights of the Child. Hereby, primary and lower secondary schools are obliged to ensure that the students acquire knowledge regarding Human Rights at the conclusion of specific form levels and at the end of the programme.
UPPER SECONDARY: For upper secondary education, knowledge on human rights are included in the mandatory school subject History A (STX) and History B (HHX) as a part of learning objectives on democracy, human rights and equality in a national and global perspective.
However, there is not a strong human rights curriculum that mentions specific human rights learning objectives.
PRIMARY AND LOWER SECONDARY:
- History: https://emu.dk/sites/default/files/2020-09/GSK_FællesMål_Historie.pdf
- Social studies: https://emu.dk/sites/default/files/2020-09/GSK_FællesMål_Samfundsfag.pdf
- Health, sex and family life: https://emu.dk/sites/default/files/2020-09/GSK_FællesMål_SSF.pdf
UPPER SECONDARY:
STX: https://www.uvm.dk/gymnasiale-uddannelser/fag-og-laereplaner/laereplaner-2017/stx-laereplaner-2017
HHX: https://www.uvm.dk/gymnasiale-uddannelser/fag-og-laereplaner/laereplaner-2017/hhx-laereplaner-2017
Upper sec.: Yes
Primary: Yes
Lower sec.: Yes
The Danish education system is based on a centralized framework curriculum system, but has a decentralized syllabus and examination culture. From all levels of education, the Danish Agency for Education and Quality under the Ministry of Children and Education publish curricula and guidance materials for the different subjects.
PRIMARY & LOWER SECONDARY:
Three subjects refer explicitly to relevant conventions:
- Health, sex and family education: Refers to the UN Convention on the Rights of the Child.
- Social studies: Refers to internationale conventions and agreements that Denmark has acceded to and what significance they have for Denmark. This applies to both general documents such as the UN Universal Declaration of Human Rights, but also to specific conventions, including the UN Convention on the Rights of the Child.
- History: Refers to the UN Universal Declaration of Human Rights and the UN Convention on the Rights of the Child.
UPPER SECONDARY:
In addition to the curriculum on each subject, a guidance paper for teachers suggests working with the following subjects:
- History A (STX): Human rights after WW II.
- History B (HF): UN and transnational actors and their influence on human rights.
- History B (HHX): Human rights and democracy in a national and global perspective.
Additional information available from non-government institutions: https://emu.dk/sites/default/files/2019-01/Materialesamling.pdf
PRIMARY & LOWER SECONDARY:
- Health, sex and family education: https://emu.dk/sites/default/files/2020-12/GSK_faghæfte_SSF.pdf
- Social studies: https://emu.dk/sites/default/files/2020-09/GSK_Faghæfte_Samfundsfag.pdf
- History: https://emu.dk/sites/default/files/2020-09/Gsk_faghæfte_historie.pdf
UPPER SECONDARY:
- STX & HF: https://www.uvm.dk/gymnasiale-uddannelser/fag-og-laereplaner/laereplaner-2017/stx-laereplaner-2017
- HHX: https://www.uvm.dk/gymnasiale-uddannelser/fag-og-laereplaner/laereplaner-2017/hhx-laereplaner-2017
Indicators under the Teacher Education dimension measure whether aspiring teachers gain knowledge on human rights as part of their training - and whether they are taught human rights-based teaching methodologies
Upper sec.: No
Primary: Yes
Lower sec.: Yes
PRIMARY AND LOWER SECONDARY:
Human rights are included in the competence goals for the Teacher's basic professionalism as part of the general education: "Human rights, children's rights and the historical background of ideas for rights thinking, including relations between human rights, religion and democracy".
PRIMARY AND LOWER SECONDARY: https://www.retsinformation.dk/eli/lta/2020/1140
Upper sec.: Yes
Primary: Yes
Lower sec.: Yes
There is a lot of teaching material available. See for example these online digital materials from the Danish Institute for Human Rights: https://menneskeret.dk/viden/laeringsportalen-2/laeringsmaterialer?c=965&field_target_target_id=899&field_digital_learning_topic_target_id=All&s=
Upper sec.: No data
Primary: No data
Lower sec.: No data
Indicators in the Student Assessment dimension measure whether students knowledge on human rights is measured, and whether student assessment is carried out in a human rights-respecting way
Upper sec.: No
Primary: No
Lower sec.: No
Upper sec.: Yes
Primary: Yes
Lower sec.: Yes
PRIMARY, LOWER and UPPER SECONDARY:
The legislation on student assessments includes
requirements to the external examiner, who must help to ensure that the students receive a uniform and fair treatment and that their performance is given a reliable assessment.
The concrete assessment criteria for each subject is reflected in the individual subject description for each educational level, and the grading scale is transparent in the national legislation.
However, there is no mention of risk of bias of stigmatized groups.
PRIMARY AND LOWER SECONDARY:
- Overall executive assessment criteria: https://www.retsinformation.dk/eli/lta/2019/1128
- 'Common goals' for each subject can be found individually under each course: https://emu.dk/grundskole
UPPER SECONDARY:
- Overall executive assessment criteria: https://www.retsinformation.dk/eli/lta/2016/343
- Subject descriptions can be found here individually under each education: https://www.uvm.dk
BOTH PRIMARY, LOWER AND UPPER SECONDARY:
- Legislation on grading: https://www.retsinformation.dk/eli/lta/2007/262
Indicators in the Learning Environment Domain measure whether national policies includes requirements for schools to secure that learning environments are rights-respecting.
Upper sec.: Yes
Primary: Yes
Lower sec.: Yes
All levels are obligated to formulate anti-bullying strategies, including focus on digital bullying. According to the Danish Law on Learning Environment §1b, an anti-bullying strategy should be formulated by the authority, board, or person who is responsible for the learning facility. This also includes the formulation of a strategy against online bullying (cf. §1b.2). The strategy is to be revised if needed.
(https://www.retsinformation.dk/Forms/R0710.aspx?id=188636)
Upper sec.: Yes
Primary: Yes
Lower sec.: Yes
In continuation of the obligation for all schools to have an anti-bullying strategy, there is a complaint mechanism for students. https://www.retsinformation.dk/eli/lta/2017/316
Upper sec.: Yes
Primary: Yes
Lower sec.: Yes
Executive Order on Student Councils for primary and lower secondary: https://www.retsinformation.dk/eli/lta/2014/695
Executive Order on Student Councils for upper secondary: https://www.retsinformation.dk/eli/lta/2013/84