Teaching the subject CKREE.

Her application for full exemption from the CKREE subject was rejected.

The parents applied for full exemption from the CKREE subject.

They state that the CKREE subject is over concentrating on a single religion.

The State party submits that the CKREE subject is in conformity with the Covenant.

CKREE is an ordinary school subject that shall normally be attended by all pupils.

They find that the introduction of the CKREE has lowered the respect for their own life stances.

They consider the CKREE subject to be so designed that it would gradually absorb their son into the Christian faith.

9.3 Proposals for amendments and guidelines for partial exemption to the CKREE subject were then drafted.

The claims concerned separate administrative decisions on the respective party's application for full exemption from the CKREE tuition.

Therefore, the compulsory CKREE subject represents a violation of the authors' rights to display an independent life stance.

After proceedings in the Supreme court, the State party introduced a standard form of notification of partial exemption from CKREE.

The CKREE subject thereby ensures that the children are immersed deeply into the stories contained in the Bible as a framework around their own perception of reality.

The Supreme Court concluded that the CKREE subject with its partial exemption clause is in full compliance with international human rights.

14.5 The Committee notes that the existing normative framework related to the teaching of the CKREE subject contains internal tensions or even contradictions.

14.3 Firstly, the Committee will examine the question of whether or not the instruction of the CKREE subject is imparted in a neutral and objective way.

8.6 The authors did not avail themselves of the possibility of applying for partial exemption their cases concern applications for full exemption from the CKREE subject.

Still, the right to freedom of religion for non Christians has been taken care of in different ways, i.e., by an exemption arrangement from the Christian knowledge subject in public schools.

Consequently, the CKREE subject could not function in accordance with its purpose if full exemption from the subject was readily available to everyone.

The Committee already characterized the Norwegian school system on education in religion as discriminatory (before the introduction of the CKREE subject in 1997).

The State party reiterates that following the 2000 2001 evaluation of the CKREE subject, a general notification form replaced the former application procedure.

Finally, the authors support the continued promotion of the intercultural dialogue, but affirm that the CKREE does not fulfil this aim.

In this respect, the Committee notes that the CKREE subject combines education on religious knowledge with practising a particular religious belief, e.g. learning by heart of prayers, singing religious hymns or attendance at religious services (para 9.18).

7.5 Furthermore, it is submitted that the obligatory attendance of CKREE teaching is not necessary in a democratic society.

The right to general exemption, practiced for more than 150 years, was eliminated when the CKREE subject was introduced in 1997.

They re emphasize that they oppose CKREE because it is not a subject that involves neutral information on different life stances and religions.

In addition, UNHCR organizes on a regular basis workshops in the field on the topic supply chain learning programme with the main objective to improve the knowledge on correct procurement activities.

Kevin's parents consider that the CKREE subject does not comply with this requirement since they use Christianity as a basis for the treatment of existential questions and religious pedagogic methods.

The Norwegian Supreme Court judgement concerned an issue of principle, whether or not the CKREE subject violated international human rights standards.

Firstly, the Committee should examine whether or not the CKREE subject in general involves the imparting of information and knowledge in a manner that is not objective and neutral.

According to it, in this context, the CKREE subject appears to be a vital tool in promoting a common playing field for an increasingly multicultural and diverse generation .

9.13 With regard to the first issue, it is submitted that the CKREE subject involves only a few activities that may be perceived as being of a religious nature.

More specifically, the State party refers to the authors' main objection that by virtue of teaching of the CRKEE subject, their children may receive information that amounts to indoctrination.

2.3 In August 1997, the Norwegian government introduced a new mandatory religious subject in the Norwegian school system, entitled Christian Knowledge and Religious and Ethical Education (hereafter referred to as CKREE) replacing the previous Christianity subject and the life stance subject.

The Committee should limit its examination to the general issue of whether or not, in the absence of a clause providing for full exemption, the CKREE subject as such violates the rights of parents.

1 (c)). The CKREE is designed to promote understanding, tolerance and respect among pupils of different backgrounds, and to develop respect and understanding for one's own identity, the national history and values of Norway, as well as for other religions and philosophies of life.

In 1997, the government introduced the CKREE subject in order to combat prejudices and discrimination, and to cater for mutual respect and tolerance between different groups religions and life stances as well as a better understanding of one's background and identity.

Epistemology branches off from philosophy and deals with the origin of knowledge.

10.12 The CKREE subject's emphasize on Christianity can be further illustrated by the travaux préparatoires, where the Education Committee stated The majority underline s that the tuition is not neutral in value.

Knowledge of languages

The authors do not oppose education with certain social and ethical dimensions, but the CKREE methodology was to strengthen the students' religious identity and to teach religious activity within the framework of the Christian intention clause.

A goal for Knowledge building communities is to have individuals and organizations actively working to provide a reciprocal advance of their knowledge.

The difficulty of knowledge sharing resides in the transference of knowledge from one entity to another.

While the difficultyof sharing knowledge is in transferring knowledge from one entity to another, it may proveprofitable for organizations to acknowledge the difficulties of knowledge transfer and itsparadoxicality, adopting new knowledge management strategies accordingly.

When his daughter Maria (born on 3 March 1991) started to attend Lesterud School in Bærum in the autumn of 1997, an application for full exemption from the CKREE subject was filed on her behalf, which was rejected.