Suchergebnisse

Islamic religious education in the United States and Europe has become a subject of intense debate after Muslims raised in the West carried out attacks against their fellow citizens. People worry their governments are doing too little or too much to shape the spiritual beliefs of private citizens. In a new analysis paper, Jenny Berglund explains the differences in publicly funded Islamic education in nine European countries and the United States. Berglund lays out the religious education framework of each country and explains the state policies governing the teaching of Islam in public schools. State involvement, Berglund writes, ranges from sponsoring religious education in public schools to forgoing it entirely. The policies vary according to the national political culture of each country, as well as the historical and religious norms that shape public perceptions and debates over religious education. In Germany and Austria, many public schools teach Islam to Muslims as a subject within a broader religious curriculum in which parents can choose their students' religious courses. In the United Kingdom and Sweden, public schools teach Islam as an academic subject, and train teachers through comparative religious studies departments in universities. French and U.S. public schools do not teach religion, although students can lean about Islam in subjects such as art, history, or literature. Despite the diversity of these approaches, Berglund notes three good practices that apply across the board: Establishing rigorous academic standards of training for teachers of religious education courses. Providing factual textbooks informed by academic scholarship, both for Islamic religious education and non-confessional school subjects that teach about Islam. Building upon current curricular and pedagological best practices through international exchange and dialogue of scholars. By adopting these practices, Berglund argues, governments can further their citizens' knowledge of important aspects of the human experience and promote inclusive citizenship and respect.

Deliverable 5.1 is a report on EU conflict prevention and peacebuilding in the Horn of Africa and the Western Balkans. It appraises the EU's Common Security and Defence Policy missions individually within and comparatively across both regions. ; This report studies EU conflict prevention and peacebuilding in the Horn of Africa and the Western Balkans. It appraises the EU's Common Security and Defence Policy missions individually within and comparatively across both regions.

This article appraises the EU's approach to preventing further insecurity in the Western Balkans and the Horn of Africa. The purpose of this endeavour is to determine whether EU efforts meet needs on the ground as well as in Brussels. The article identifies similar sources albeit different degrees of instability across the two regions. It reviews EU strategies and CSDP missions deployed in response and evaluates the effectiveness of two such missions: EULEX Kosovo and EUCAP Nestor/Somalia. The study does not find failures as such in the strategies developed or missions deployed, but it does conclude that while relatively effective from a EU perspective this approach is less effective in providing security on the ground.

The report (EU-CIVCAP Deliverable 5.1) appraises the EU's capabilities to execute conflict prevention and peacebuilding in the Western Balkans and the Horn of Africa. The Deliverable focuses on capabilities developed under the Common Security and Defence Policy (CSDP) and whether their application matches up with EU strategies to address security needs on the ground. The purpose of this endeavour is to examine whether the EU's capabilities are appropriate and sufficient to reach its expectations – and those of others – in preventing conflict and building peace in both regions. ; Deliverable 5.1 is a report on EU conflict prevention and peacebuilding in the Horn of Africa and the Western Balkans. It appraises the EU's Common Security and Defence Policy missions individually within and comparatively across both regions.