ČINČERA, Jan, Jan SKALÍK and Bohuslav BINKA. One world in schools : an evaluation of the human rights education programme in the Republic of Georgia. Cambridge Journal of Education. Abingdon: Routledge, Taylor & Francis Group, 2018, vol. 48, No 6, p. 769-786. ISSN 0305-764X. Available from: https://dx.doi.org/10.1080/0305764X.2018.1427216.
Other formats:   BibTeX LaTeX RIS
Basic information
Original name One world in schools : an evaluation of the human rights education programme in the Republic of Georgia
Authors ČINČERA, Jan (203 Czech Republic, guarantor, belonging to the institution), Jan SKALÍK (203 Czech Republic, belonging to the institution) and Bohuslav BINKA (203 Czech Republic, belonging to the institution).
Edition Cambridge Journal of Education, Abingdon, Routledge, Taylor & Francis Group, 2018, 0305-764X.
Other information
Original language English
Type of outcome Article in a journal
Field of Study 50301 Education, general; including training, pedagogy, didactics [and education systems]
Country of publisher United Kingdom of Great Britain and Northern Ireland
Confidentiality degree is not subject to a state or trade secret
WWW URL
Impact factor Impact factor: 1.705
RIV identification code RIV/00216224:14230/18:00102278
Organization unit Faculty of Social Studies
Doi http://dx.doi.org/10.1080/0305764X.2018.1427216
UT WoS 000451586600006
Keywords in English Human rights education; programme evaluation; attitudes; Georgia; secondary schools
Tags rivok
Tags International impact, Reviewed
Changed by Changed by: Mgr. Blanka Farkašová, učo 97333. Changed: 31/1/2019 15:00.
Abstract
This paper describes the impact of the One World in Schools human rights education programme on the attitudes, self-efficacy and intention to act of a sample of Georgian secondary school students (n = 303). For the evaluation, a mixed approach was applied, combining pre/post experimental/control group design, post-programme teacher and student surveys, and focus groups (n = 48) with students. Data were collected from September 2014 to June 2015 in sampled Georgian schools. The analysis revealed that the programme had an impact in both the quantitative and qualitative parts of the research. In the qualitative part, the students reported a high level of empowerment thanks to the programme’s activities, while the changes reported in the pre/post testing were rather moderate. Moreover, the programme seems to have influenced girls more than boys. The cultural context of the evaluation and the implications for further implementation of the programme are discussed as well.
PrintDisplayed: 19/7/2024 21:31