Arts and cultural education | Tables

Please find our table on intercultural education in different countires below.
A table on the amount of music schools per country will be included in 2020.

Intercultural education: organisation and main goals

Legend for column 2:

ARTS – introducing artistic experiences from other parts of the world MIN – learning about the contribution of minorities living in one’s own country
DIV – learning about other world cultures / cultural diversity REL – learning about world or minority religions
LING – multilingual / minority language education OTH – other goals (which?)
ICE Part of general curriculum?Main goals of ICE activitiesComments / ExamplesSpecial pro-grammes or ICE experiences?Comments / Examples
AlbaniaNO_Except for Roma Programme (integration)NO"Totally unknown concept in Albanian academic institutions"
ArmeniaNO_Exception: Schools of nat. minoritiesPARTLY (since 2007 at Yerevan State University)"Linguistics and Intercultural Relations" Dept.
AustriaYES (Competence divided between Federation/Bund and States/Länder)DIV, LING, MINe.g. via the Action "Interculturality and Multilingualism – a Chance!"YES (workshops on interculturality and multilingualism for teachers, etc.)cf.
AzerbaijanYESARTS, DIV, MIN, RELAlso at music, art & painting schoolsYES_
BelgiumYES (Flemish Community)ARTS, DIV, MIN, RELDifferent school levels and subjectsPARTLYe.g. at "College of Europe" (Bruges)
BulgariaYESARTS, DIV, MIN, RELDifferent school levels and subjectsYES (e.g. annual seminars to train teaching staff)With focus on Roma history and culture
CanadaYES (provincial responsibility)DIV, ARTSFocus: Aboriginal and multiethnic groups and citizensYESTeachers' courses and guides for all educational levels
CroatiaYES (especially in East Slavonija and Krajina region)ARTS, DIV, MINNat. curriculum for "democratic society and human rights" includes ICEYESSpecial educational programmes for teachers of the Agency for Education (AZOO)
Czech RepublicYESLING, MIN, ARTSICE part of all strategic materials of the Ministry of Education, Youth and SportsPARTLY (courses and seminars of the "Varianty" programme)For students & primary/secondary school teachers
DenmarkYES (with special rules in Faeroe Islands, Greenland)DIV, MINFocus on adult learning /N/AFocus on internat. cultural relations (e.g. bilateral scholarships)
EstoniaPARTLY (part of the civic education course from 4th grade upwards)LING, MIN, ARTSFocus on language education and integration; role of Russian still debatedN/A_
FinlandPARTLY (in the broader context of "internationalisation" and tolerance education)LING, DIV, MIN, ARTSCampaigns against ethnic discrimination in most educational institutions / Internat.  youth contactsYES (multicultural teachers' training)University education is "international" (content, internat. contacts); issue of the role of Swedish language
FrancePARTLY (integrated in different curricula)DIV, LING, ARTSGrowing interest in the context of the 2005 UNESCO ConventionYES (at different universities)Research efforts (e.g. "Cultures, villes et dynamiques sociales")
GeorgiaYES (in principle, Law on Secondary Education, 2005)ARTS, LING, MIN, RELNational goals for education (2004)N/A_
GermanyPARTLY (broader context of civic education; Länder responsibility)DIV, LING, RELIssues around Islam faith education start to be settled in some of the Länder (2012)YES (e.g. teachers' training; further education workshops)Recommendations of ICE Round Table of German Arts Council (all education levels)
(ARTS in art or music schools)
GreecePARTLY (mainly under responsibility of local government)LING, MIN, REL (Muslim minority of Thrace)Focus on integration/ social inclusion of children of migrant familiesYES (teachers' training)Concrete action regarding e.g. ethnic traditions not yet consolidated
HungaryPARTLY (in the broader context of civic education)DIV, LING, RELFocus: "National values"; Roma integrationPARTLYe.g. at Central European University
IrelandPARTLY (focus on "participative citizenship", combating racism)DIV, MIN, OTH e.g. with regard to "Traveller education" and recent immigrationYESIrish Nat. Teachers Organisation (INTO) published Intercultural Guidelines
ItalyYES (Ministry of Education guidelines 1994 and 2007, but inconsistent implementation)DIV, ARTS, OTH"Intercultural inter-action" (interpersonal relations, anti- discrimination, ICE in all disciplines, skills)PARTLY (e.g. the "Migropolis" project at Università IUAV di Venezia)Note: Resources (e.g. "learning facilitators", "tutors" and mediators) cut down due to financial constraints
LatviaNO_Major debate on bilingual education in Russian schoolsPARTLY"Intercult. Relations" at Latvian Academy of Culture
LiechtensteinPARTLY (individual schools)DIV, REL, LINGSimplified integration of foreign-language residents (Ass. for Intercult. Education)PARTLY (e.g. at Liechtenstein Music School)Students frequently attend foreign institutions (e.g. in Switzerland, Austria)
LithuaniaPARTLY (especially in south-east regions)MIN, LINGInter-ministerial guidelines (2006)N/A_
FYR of MacedoniaYESMIN, REL, DIV, LINGDispute on religious education in elementary schoolsYESICE based on the Ohrid Framework Agreement (2007)
MaltaYES (Ministerial Policy Paper 2004)DIV, ARTS, LINGSubject "Systems of Knowledge"; ICE "School Activity Pack"N/A_
MoldovaPARTLY (elements of the general school curricula and in minority regions)MIN, DIV, LINGManuals of the "Independent Society for Human Rights Education" (NGO)PARTLY, but lack of experienced staff and other resourcesTraining of teachers/trainers (e.g. by NGO "Orhei")
The NetherlandsYES (in addition to general and decentralized activityMIN, ARTS, OTH (heritage education)Focus on educative cultural/arts projects; "Kosmopolis" platformYESCourses at different universities/academies; summer schools etc.
NorwayPARTLY (inclusion and "mainstreaming" approaches)DIV, MIN; ARTS, RELCultural diversity relevant in grants allocationN/A_
PolandNOT OFFICIALLYARTS, DIV, MINSmall-scale initiatives (e.g. of NGOs)PARTLYGrowing popularity of intercultural activities
PortugalYES (ICE efforts at nat. and local levels)ARTS, DIVe.g. "Mus-e Project" of PT Menuhin Assoc.N/A_
RomaniaPARTLY (especially with regard to minorities)MIN, LINGICE optional class in secondary schools (2008)PARTLY (e.g. Hungarian sections of universities)NGO Education 2000+ Centre organises teachers training
RussiaYES (focus on ethnic or national diversity and identity)MIN, LING, RELIssues of "ethnic" vs. "integrated" schools, inter-religious dialoguePARTLY (e.g. "culturology" courses)Individual initiatives to foster inter-ethnic knowledge, tolerance
San MarinoYES ("mainstreaming" approach)ARTS, DIV, RELSchools to strike balance between local and global dimensionYESFocus on active and democratic citizenship, inclusion
SerbiaPARTLY (integrated in different curricula)MIN, LING, REL, ARTSJoint courses of civic & religious educationPARTLYMA in Intercultural Mediation at U of Arts
SlovakiaPARTLYDIV, MIN, LINGNational Strategy in the EYID 2008 contextN/A_
SloveniaYES (inclusion and "mainstreaming" approach)ARTS, DIV, LINGActive citizenship education and civic culture (since 2000)YES (training of teachers, other professionals)Nat. Education Institute "Catalogue of Counselling Services"
SpainYES (national and regional activities, competencies)DIV, LING, REL, ARTS2007: "Education for citizenship and human rights" in curriculumYES (including traditional arts, e.g. Flamenco)"Resource Centre for Attention to Cultural Diversity in Education"
SwedenYES (integrated in different curricula)DIV, MIN, LING, ARTSDIV "one of the main objectives of Swedish cultural policy"N/A_
SwitzerlandYES (regional/local responsibility)DIV, LING, ARTSPopularity of language courses (e.g. Chinese)YESICE teachers' training (Regio Basiliensis)
United KingdomYES (part of the national curriculum + cultural projects)DIV, LING, MIN, ARTSStudying a foreign language at secondary level is only optionalYES (at many universities)Worldwide outreach activities (e.g. London Goldsmiths U in Asia)
UkraineYES (national and local responsibility)DIV, MIN, ARTS"Special hours dedicated to peace and tolerance"PARTLYOften with support from foreign cult. institutes or European bodies

Compendium of Cultural Policies & Trends in Europe, 20th edition, 2018, with additional sources/websites.

This overview has been drafted by Andreas Wiesand (ERICarts Institute). It will be updated by the Compendium community of practice, including by members of the Expert Groups on “Cultural Education” and “Intercultural Dialogue”.