This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Towards the Recognition of
Non-discrimination Principles at School
-
Case Studies
60 case studies identified through Europe focusing on intercultural issues, integration, non-discrimination values and human rights at school
-
Best Practices
12 best practices have been identified throughout Europe on intercultural competences and human rights at school
-
Reports
6 reports presenting the main findings related to the survey on human rights and intercultural issues carried out in the partners' countries
-
Factual Background
Guidelines on the challenges encountered by secondary school teachers in managing multicultural classes
-
Teachers in a Multicultural Environment
Guidelines on improving teachers’ skills in dealing with multicultural environments
-
Teachers for an Inclusive School
Guidelines on the acquisition of intercultural competences based on understanding human rights and non-discrimination values
Global Citizenship Education Multiculturalism and Social Inclusion in Europe
The publication focuses on the Integration of Immigrant Students at School.Events
The I Have Rights project has been promoted trough conferences and articles.
-
Conferences
The I Have Rights project was presented in a number of events in order to report about the activities carried out and the results achieved
-
Training Activity
The training activity 'Expert in Multicultural School Environment' was organised in Siena (IT)
-
Press Review
The I Have Rights project partnership made contacts with web sites focusing on the fields of education
Partnership
-
Contractual Partners
From this section it is possible to access to a description of each contractual partner of the I Have Rights project.
-
Schools
From this section it is possible to access to the information about the schools involved in the I Have Rights Project in the 6 European countries involved.
-
Associated Partners
As a result of the exploitation activity a number of associated partners officially joined the project in order to contribute to the improvement of the project impact on their target groups and to ensure the project sustainability by continuing using the project deliverables in the next years.
This section of the I Have Rights portal provides administrative information for the project contractual partners and for the European Commission and it is password protected.
Factual Background
Homepage > Guideline > Factual Background
Factual background related to the challenges encountered by secondary school teachers in managing multicultural classes.
Factual Background
Chapter 2: Diversity in the Classrooms (Results of IHR Survey)
2.1. The Approach Adopted in the Questionnaires
During the first transnational meeting of the project, it was decided a same questionnaire would be conducted in all six countries. A first set of questions were submitted by the project scientific coordinator, the University of Siena, to be discussed, adapted, and eventually approved by all project partners. To make their analysis easier, questions are mostly close-ended (yes or no, multiple choice, sorting, rating…). Open-ended questions are kept for topics such as languages, origins and education.
The questionnaires are divided in three main parts:
- Personal details
Both questionnaires are anonymous; the name of the schools is not asked either. This section collects data such as gender, age, origin, knowledge of languages, education, experience (for teachers), acquaintance with foreigners… The student questionnaire also includes a section regarding family background (origin and nationality of the parents, their education…).
- Intercultural skills
Section about students’ and teachers’ knowledge and attitude regarding diversity and multicultural issues. Do they spend time with people of foreign origin? In what context? Do they get on well? How do they feel about the presence of immigrants? Do they discuss racism at school? On the Internet?
- Rights
Questions regarding their knowledge of the Convention on the Rights of Children, school violence and bullying, children’s vulnerability (particularly, but only, at school), how students feel at school…
The six partners contacted schools and education operators in their country to explain the purpose of the questionnaire. To make it available to as large an audience as possible, the questionnaires were submitted as Word documents, and online as Google Form. The analysis of their results by every partner was made through Google Form. It was intended for the questionnaires to be completed by 500 students and 150 teachers (and school staff) in each country.
The questionnaires are divided in three main parts:
- Personal details
Both questionnaires are anonymous; the name of the schools is not asked either. This section collects data such as gender, age, origin, knowledge of languages, education, experience (for teachers), acquaintance with foreigners… The student questionnaire also includes a section regarding family background (origin and nationality of the parents, their education…).
- Intercultural skills
Section about students’ and teachers’ knowledge and attitude regarding diversity and multicultural issues. Do they spend time with people of foreign origin? In what context? Do they get on well? How do they feel about the presence of immigrants? Do they discuss racism at school? On the Internet?
- Rights
Questions regarding their knowledge of the Convention on the Rights of Children, school violence and bullying, children’s vulnerability (particularly, but only, at school), how students feel at school…
The six partners contacted schools and education operators in their country to explain the purpose of the questionnaire. To make it available to as large an audience as possible, the questionnaires were submitted as Word documents, and online as Google Form. The analysis of their results by every partner was made through Google Form. It was intended for the questionnaires to be completed by 500 students and 150 teachers (and school staff) in each country.
Online Resources
- Human Rights and Intercultural issues in Partners’ CountriesTransnational report based on the six national reports produced by the IHR partnership (Belgium, France, Greece, Italy, Lithuania and Portugal).
- Human Rights and Intercultural issues in BelgiumReport by Inforef on the involvement of Belgian schools in the IHR project, case studies and best practices in Belgium in the area of multiculturalism, and the results of the survey among Belgian students and teachers.
- Human Rights and Intercultural issues in FranceReport by RenaSup on the involvement of French schools in the IHR project, case studies and best practices in France in the area of multiculturalism, and the results of the survey among French students and teachers.
- Human Rights and Intercultural issues in GreeceReport by Aristotle University of Thessaloniki on the involvement of Greek schools in the IHR project, case studies and best practices in Greece in the area of multiculturalism, and the results of the survey among Greek students and teachers.
- Human Rights and Intercultural issues in ItalyReport by the University of Siena on the involvement of Italian schools in the IHR project, case studies and best practices in Italy in the area of multiculturalism, and the results of the survey among Italian students and teachers.
- Human Rights and Intercultural issues in LithuaniaReport by Klaipèda University on the involvement of Lithuanian schools in the IHR project, case studies and best practices in Lithuania in the area of multiculturalism, and the results of the survey among Lithuanian students and teachers.
- Human Rights and Intercultural issues in PortugalReport by Ius Gentium Conimbrigae on the involvement of Portuguese schools in the IHR project, case studies and best practices in Portugal in the area of multiculturalism, and the results of the survey among Portuguese students and teachers.
