ORGANIZATIONS AND ACTIVITIES OF HIGHER EDUCATIONAL INSTITUTIONS OF UKRAINE DURING THE ANTI-TERRORIST OPERATION
Ключові слова:
terrorist threats, law, prevention, education, school, crisis, awareness, universalityАнотація
Analyzing the events and crises that are taking place in schools and universities around the world, an important question arises: do educational institutions in Ukraine, in addition to changes in organization, programs and legislation, pay enough attention to ensuring and strengthening the safety of children and youth? This is especially relevant in connection with the emergence of new threats, such as terrorism. Studies show that Polish schools do not prepare children for the correct behavior in the event of a terrorist threat. The level of preparation depends on many factors, in particular, on the level of anti-terrorist awareness, which is formed thanks to effective educational work and state legislative activity [1].
In the article, the authors analyzed the current situation in the school system in the context of security, focusing on legal, educational and developmental aspects that need improvement.
Particularly noteworthy are the European Convention on the Suppression of Terrorism of January 27, 1977, the International Convention for the Suppression of the Taking of Hostages of December 17, 1979, the International Convention for the Suppression of the Financing of Terrorism of December 9, 1999, the Council of Europe Convention on the Prevention of Terrorism of May 16, 2005, the Additional Protocol to the Council of Europe Convention on the Prevention of Terrorism. Signed by Ukraine on October 28, 2015. In this regard, a lot has been done in the field of legal support for countering terrorism in Ukraine. Thus, in the Criminal Code of Ukraine, adopted on April 5, 2001, in Article 258, responsibility for committing a terrorist act is established, and the Law of Ukraine of March 20, 2003 No. 638-IV «On Combating Terrorism» provides for the main organizational and legal means of countering terrorist manifestations. After the ratification of the Council of Europe Convention on the Prevention of Terrorism, the laws of Ukraine of September 21, 2006 No. 170-V and May 18, 2010 No. 2258-VI were adopted, which supplemented the Criminal Code of Ukraine with Articles 2581–2585, which provide for liability for involvement in the commission of a terrorist act (Article 2581 of the Criminal Code), public calls to commit a terrorist act (Article 2582 of the Criminal Code), creation of a terrorist group or terrorist organization (Article 2583 of the Criminal Code), assistance in the commission of a terrorist act (Article 2584 of the Criminal Code), financing of terrorism (Article 2585 of the Criminal Code)
Завантажити
Посилання
Ryzhov, I. M. & Sigarev, S. S. (2015). Anti-terrorist competence as a factor of national security of Ukraine. Scientific Bulletin of the Security Service of Ukraine, 57, 127–134 [in Ukranian]
Ryzhov, I. M. (2016). Formation of anti-terrorist competence: international experience and prospects for implementation in Ukraine. Proceedings of the International Scientific and Practical Conference «Countering Terrorist Activity: International Experience and Its Relevance to Ukraine». Kyiv, 297-299 [in Ukranian]
Voloshin, O. V., Rizhov, I. M. & Sigarev, S. S. (2015). Preparation of the population in the sphere of anti-terrorist security as one of the ways to increase the effectiveness of the fight against terrorism. Scientific Bulletin of the Security Service of Ukrain, 57, 127–134 [in Ukranian]
Kudinov, S. S. & Ryzhov, I. M. (2015). Problematic aspects of intellectual support for the innovative development of the fight against terrorism. Scientific Bulletin of the Security Service of Ukraine, 58, 108–115 [in Ukranian]
Kudinov, S. S. & Ivakhnenko, O. A. (2017). Fundamentals of antiterrorist security of social systems: a monograph. Kyiv: Chair [in Ukranian]
The United Nations Global Counter-Terrorism Strategy (A/RES/60/288), adopted by the UN General assembly on 8 September 2006, is a unique global instrument to enhance national, regional and international efforts to counter terrorism. Retrieved from https://www.un.org/counterterrorism/ctitf/un-global-counter-terrorism-strategy [in English]
Frazer, O. & Nünlist, C. (2015). The Concept of Countering Violent Extremism, CSS Analyses in Security Policy, 183. Retrieved from http://www.css.ethz.ch/content/dam/ethz/specialinterest/gess/cis/center-for-securities-studies/pdfs/CSSAnalyse183-EN.pdf Accessed 17 October 2016 [in English]
Living Safe Together, 2016. What is Violent Extremism. Accessed on 22 November 2024. Retrieved from http://www.livingsafetogether.gov.au/aboutus/Pages/what-is-violent extremism.aspx [in English]
The United Nations Global Counter-Terrorism Strategy (13 October 2010. A/RES/64/297). Preamble. Accessed on 22 November 2024. http://www.un.org/en/ga/search/view_doc.asp?symbol=A/RES/64/297 [in English]
P. Collier and A. Hoeffer, 2002, Greed and Grievance in Civil War, The World Bank Policy Research Working Paper 2355. http://documents.worldbank.org/curated/en/359271468739530199/pdf/multi-page.pdf Accessed on 17 October 2024.
The Council of Europe provides a definition of hate speech: “It covers all forms of expression which spread, incite, promote or justify racial hatred, xenophobia, anti-Semitism or other forms of hatred based on intolerance, including: intolerance expressed by aggressive nationalism and ethnocentrism, discrimination and hostility against minorities, migrants and people of immigrant origin.” http://www.nohatespeechmovement.org/hate-speechwatch Accessed on 11 October 2024.
Secondary School Madrasas in Bangladesh: Incidence, Quality and Implications for Reform; by Mohammad Niaz Asadullah, Nazmul Chaudhury and Syed Rashed al-Zayed Josh; World Bank, 2009. http://siteresources.worldbank.org/EXTDEVDIALOGUE/Resources/BangladeshMadrasaReportFinal.pdf
Research conducted by Peter Suedfeld on “integrative complexity”, which can be consulted online: https://sites.google.com/site/icthinking/home Accessed on 17 October 2024.
INESCO, 2011, The Cultural Diversity Lens: A practical tool to integrate culture in development – Pedagogical Guide http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CLT/pdf/The%20Cultural%20Diversity%20Lens_Pedagogical%20guide.pdf
B. Carter, 2013; Women and violent extremism, GSDRC. http://www.gsdrc.org/docs/open/hdq898.pdf Accessed on 2 November 2024.
The Global Counter-Terrorism Forum (GCTF). Accessed on 30 November 2016. https://www.thegctf.org/Portals/1/Documents/Toolkit-documents/English-The-Role-ofFamiles-in-PCVE.pdf
R. Jackson, 2014, Signposts – Policy and practice for teaching about religions and nonreligious world views in intercultural education, Council of Europe. https://www.coe.int/t/dg4/education/Source/resources/signposts_EN.pdf Accessed on 30 November 2024.
For example: Small Steps – From Hate to Hope http://smallstepsconsultants.com/whoare-we/
K. Ferguson, 2016, Countering Violent Extremism through Media and Communication Strategies, partnership for Conflict, Crime and Security research http://www.paccsresearch.org.uk/wp-content/uploads/2016/03/Countering-Violent-ExtremismThrough-Media-and-Communication-Strategies-.pdf Accessed on 22 November 2024.
SDG 4: Ensure by 2030 inclusive and equitable quality education and promote lifelong learning opportunities for all. http://www.unesco.org/new/en/education/themes/
Завантаження
Опубліковано
Номер
Розділ
Ліцензія

Ця робота ліцензується відповідно до ліцензії Creative Commons Attribution-NonCommercial 4.0 International License.