Serbia
2016 Report on the State of Citizenship and Human Rights Education in Europe
Questionnaire filled in by :
- Freelance consultant in education area,
- Deputy minister Ministry of Youth and Sport,
- Team for social inclusion,
- NGO CEP,
- Advisor for minorities MOES,
- Deputy of Head Institute for Evaluation of Education;
- Teacher
GENERAL QUESTIONS
Q1 Would you agree that citizenship and human rights education is a means to address…
a) … violent extremism and radicalisation leading to terrorism?
To a medium extent
b) … integration of migrants and refugees?
To a great extent
c) … consequences of the economic crisis / austerity measures / social exclusion?
To a medium extent
d) … the deficit of democratic participation of both vulnerable and non-vulnerable groups in society with the overall aim of building cohesive and equitable societies?
To a medium extent
Q2 In your country, is priority given to…
a) … EDC/HRE at national government level
To a large extent
b) … EDC/HRE at local government level
To a fair extent
c) … EDC/HRE at educational institution level (school, college, university)
To a large extent
d) … supporting training about EDC/HRE for teachers and school leaders
To a large extent
e) … making resources / materials about EDC/HRE available
To a large extent
f) … making financial support for EDC/HRE available
To a fair extent
g) … supporting co-operation with NGOs, including youth organisations, in the field of EDC/HRE?
To a fair extent
Further comments
Q3 What is needed for citizenship and human rights education to receive a greater priority in your country?
a) Improved awareness of relevance of EDC/HRE for meeting the current challenges in our societies
To a little extent
b) Availability of data on effectiveness of EDC/HRE with respect to meeting the current challenges in our societies, including examples of good practice
To a fair extent
c) Advocacy by civil society organisations
To a fair extent
d) Advocacy by prominent personalities
To a fair extent
e) Increased visibility of EDC/HRE in the media coverage
Not at all
f) Political will
To a little extent
g) Political pressure from regional and international institutions
To a little extent
h) More resources allotted to EDC/HRE
To a fair extent
i) Other
Please specify “other”
Further comments
Q4 In your country, are there any inconsistencies between...
a)…statements of principle (on the value of EDC/HRE in education for all people) and existing education policies?
Not at all
b)…EDC/HRE policies and their implementation in practice?
To a little extent
c)…EDC/HRE policies and other policy sectors?
Not at all
Please describe the existing inconsistences:
Policy is excellent, but in practice is needed more different support (material, premises, additional trainings for teachers). For instance, there are no bilingual classes (official language and minority language), though intercultural education is in the policy. In-service teacher education for Civic education teachers is underdeveloped; Decrease in number of school psychologists and pedagogues in schools (although they are of crucial importance for implementation of EDC/HRE in cross-curricular manner);
Further comments
Q5 In your country, have strategic approaches / measures been taken to counter these inconsistencies, since 2012?
Not applicable
If yes, please specify:
If no, please explain why not:
Further comments
Q6 Have concrete measures/activities been taken to promote citizenship and human rights education in your country since 2012, in accordance with the objectives and principles of the Charter? (NB: this includes work done in the framework of the UN World Programme for Human Rights Education and other relevant international programmes and initiatives)
Yes
If yes, please specify:
The Charter was put on official website of the Ministry of Education. Manuals for Democratic citizenship and human rights are also available on the website. Mainly small-scale initiatives at local level, have been supported/implemented by civil society sector. In cooperation with OSCE, since 2012 MoYS have conducted educational program in order to apply standards of non-discrimination and equal opportunities, develop and implement inclusive policies for young people. From 2015. There is new Unit for social inclusion in the Ministry of Education.
If no, please explain why not:
Further comments
Q7 Are there any measures/activities planned to promote citizenship and human rights education in your country, in accordance with the aims and objectives of the Charter?
No
If yes, please specify:
If no, please explain why not:
In Serbia Civic Education is optional subject in primary and secondary schools (all grades). Citizenship and Human Rights education is well known across Serbia. It exists for more than one decade (Introduced grade by grade from 2002). The OSCE Mission in Serbia, in cooperation with the MoYS, organizes a call for essays by youth in Serbia on the topic of OSCE human dimension commitments in the national context and the role of youth. The aim of this activity is to raise awareness among youth actors on the youth perspective of the OSCE human dimension commitments, collect recommendations and foster public discussion in this area. In the Ministry of Education there is Action plan for social inclusion until 2020.
Further comments
Not that we are aware of
Q8 Is the Charter…
a)…available in the language(s) of your country?
Yes
b)…available in the minority language(s) of your country?
No
c)…available on the website of the Ministry of Education or another relevant body?
Yes
d)… disseminated to the target audiences by other means?
No
If no, please explain why not:
Website of the Ministry was very often visited by the teachers and they have opportunity to see and use material of CoE related to education for EDC/HRE.
Further comments
Q9 The Council of Europe has produced a number of tools and resources to promote and support citizenship and human rights education within and across the States Party to the European Cultural Convention. These tools and resources are available at: www.coe.int/en/web/edc/resources and at: www.coe.int/compass (Please indicate the usefulness, in your country, of the following Council of Europe tools and resources.)
a) Charter on EDC/HRE
Extensively used
b) Strategic Support for Decision-makers: Policy Tool for EDC/HRE
Moderately used
c) Democratic Governance of Schools
Extensively used
d) How all Teachers Can Support EDC/HRE: A Framework for the Development of Competencies
Extensively used
d) Quality Assurance of EDC in Schools
Extensively used
e) School-Community-University Partnerships for Sustainable Democracy: EDC in Europe and the US
Scarcely used
f) Living Democracy' Manuals for Teachers
Extensively used
g) A Compendium of Good Practice in HRE
Moderately used
h) Compass, manual for human rights education with young people
I do not know/Information not available
i) Compasito, manual for human rights education with children
I do not know/Information not available
j) Human Rights and Democracy Start with Us – Charter for All
Moderately used
k) Curriculum development and review for democratic citizenship and human rights education
Moderately used
l) Multimedia Material (ex. video “Beat Bullying”, series of cartoons “Democracy and Human Rights at School”, video “Corporal punishment at school : how two parents decided to change things”)
Scarcely used
m) “Freedom(s) - Learning activities for secondary schools on the case law of the European Court of Human Rights
Scarcely used
Other (please specify: ______)
If these resources were useful, please specify:
All resources are very useful in teaching Civic Education.
If these resources were not useful, please specify:
Further comments
QUESTIONS ON SPECIFIC ARTICLES OF THE CHARTER
SECTION 1: GENERAL PROVISIONS
Article 3. Relationship between education for democratic citizenship and human rights education
Q10 Is there a shared working definition of citizenship and human rights education in your country?
Yes
In case if there is no shared working definition of citizenship and human rights education, please explain why not:
Please provide the name of the term in English and in original language as well as its definition and indicate the references and/or web link.
This definition is included in program of subject: Građansko vaspitanje –Civic Education
SECTION 2: OBJECTIVES AND PRINCIPLES
Article 5. Objectives and Principles
Q11 In your country, to what extent do education laws, policies, and strategic objectives explicitly refer to citizenship and human rights education
a) … in formal education at pre-primary, primary and secondary level?
Moderately
b) … in vocational education and training?
Scarcely
c) … in higher education?
Scarcely
d) … in the training of education personnel?
Extensively
e) … in youth policy and non-formal education?
Extensively
In case if education laws, policies, and strategic objectives do refer explicitly to EDC/HRE, please specify:
Law of Foundation Education is a basic law which includes principles of EDC/HRE
In case if education laws, policies, and strategic objectives do not explicitly refer EDC/HRE, please explain why not:
SECTION 3: POLICIES
Article 6. Formal general and vocational education
Q12 In your country is education for democratic citizenship and human rights promoted as follows in schools and colleges:
b) specific subject matter – optional
Please provide further details including web links where appropriate:
b) Civic Education is optional subject at all grades in primary and secondary education (the other one is Religion)
Further comments
Q13 If citizenship and human rights education is included in the curricula in your country, has it been subject to revision and updating since 2012 at...
a) … pre-primary education?
Not applicable
b) … primary school?
Not applicable
c) … lower secondary school (including vocational)?
Not applicable
d) … upper secondary school (including vocational)?
Not applicable
If no, please explain why not:
Due to frequent changesof the Minister's cabinet are very often
If yes, then what are/were the key challenges? How will they be / how were they overcome?
To what extent was the revision and updating process inclusive and participatory?
Further comments
Article 7. Higher education
Q14 To what extent is citizenship and human rights education provision promoted in higher education institutions in your country?
Moderately
If not at all or scarcely, please explain why:
Faculty of Political Science organized trainings on Civic Education for teachers from primary and secondary schools. There is no interest of Universities and Faculties for that kind of causes, because they believe in student competencies developed in pre-university education.
If extensively, please explain why and provide examples:
Further comments
Article 8. Democratic governance
Q15 In your country, are there any education laws, policies and strategies that promote democratic governance in educational institutions, particularly schools, concerning…
a) … decision making procedures (e.g. governing bodies / school boards)?
Yes
b) … school culture / rules?
Yes
c) … pupil / student participation (e.g. school / student councils)?
Yes
d) … parental / family involvement in schools (e.g. governing bodies / school boards)?
Yes
e) …school / community links (in and out of school)?
If yes, please specify:
There are laws that regulate all school bodies and schools adopt Statutes in accordance with relevant procedures.
If no, please explain why not:
Further comments
Article 9. Training
Q16 In your country, is there a provision for citizenship and human rights education in initial teacher education, continuing professional development and other types of training for…
a) … teachers?
Yes
b) … school leaders?
Yes
c) … other education staff?
Yes
d) … youth leaders (in and out of school)?
No
e) … teacher trainers / trainers of trainers?
No
f) … parents?
Yes
If yes, please specify:
In Serbia there is a Catalogue of adopted programmes for professional development of teachers (about 700 different programmes); seminars for in-service teachers and other education staff; youth offices at local level for youth leaders and other project based education activities.
If no, please explain why not:
If to some extent, please specify:
Further comments
Provide examples of good practice:
Article 10. Role of non-governmental organisations (NGOs), youth organisations and other stakeholders
Q17 To what extent, in your country, is there co-operation and support between the government and the following organisations and groups that foster citizenship and human rights education?
a) Non-governmental organisations (NGOs)
To a large extent
b) Youth organisations
To a fair extent
c) Community groups
To a fair extent
d) Parents' groups
To a fair extent
e) Other (please specify: ______)
If not at all or to a little extent, please explain why:
If to a large extent, please explain the factors for success:
NGOs have been providers for teacher trainings for Civic Education, for example. Ministry of Youth and Sports cooperates with the Ministry of Education in different areas. Local Offices for Youth cooperate with schools and provide trainings of student
Provide examples of good practice:
Since it has been established, MoYS are supporting associations carrying out youth activities (including those that foster EDC/HRE) through grant schemes as well as involving them in broad consultation processes when creating public policies and measures in youth field.
Further comments
Article 11. Criteria for evaluation
Q18 In your country, have criteria been developed to evaluate the effectiveness of citizenship and human rights education programmes?
Yes
Further information:
Please provide examples of how these criteria have been developed, reviewed and used:
Those criteria are part of self-evaluation and external evaluation of school quality. Serbia developed the framework (standards and indicators) of preschool and school quality and trained pedagogical advisers for the role of external evaluators. They implement the framework related of 7 areas: School plans and years programs, Teaching and Learning, Students achievements, Ethos, Support to Students, Resources, and Leadership, Organization and Quality assurance. Pedagogical advisers visit classes of Civic education and provide feedback
To what extent have they been useful?
Provide examples of good practice:
Article 12. Research
Q19 In your country, to what extent has research been initiated and promoted on citizenship and human rights education to take stock of the current situation?
To a moderate extent
If not at all or to a little extent, please explain why:
What needs to be done to obtain stronger support for such research?
Further comments
Article 13. Skills for promoting social cohesion, valuing diversity and handling differences and conflict
Q20 In your country, to what extent are educational approaches and teaching methods promoted that enable pupils/students to acquire competences to…
a) … promote social cohesion?
To a moderate extent
b) … value diversity and equality (particularly between different faiths and ethnic groups)?
To a large extent
c) … settle disagreements and conflicts in a non-violent manner?
To a large extent
d) … combat all forms of discrimination and violence (especially bullying)?
To a large extent
If not at all or to a little extent, please explain why:
What needs to be done to encourage more active promotion of such educational approaches and teaching methods?
Further comments
SECTION 4: EVALUATION AND COOPERATION
Article 14. Evaluation and review
Q21 Has any action been taken or foreseen to evaluate strategies and policies undertaken in accordance with the aims and principles of the Charter?
Yes
If not, please explain why not:
If yes, please provide links to the relevant monitoring and evaluation reports:
Građansko vaspitanje u osnovnim i srednjim školama u Srbiji - evaluativna studija
What were the key conclusions?
More activities related to inclusive education and social cohesion are needed. Raising awareness on human rights and anti-discrimination is required for students, parents and teachers.
Who takes part in the evaluation process?
Example of good practice:
Evaluation of Inclusive Education: part of this Evaluation is recognition of human rights of all children. Certain faculties offer subjects related to EDC/HRE (e.g. intercultural education).
Further comments:
Article 15. Co-operation in follow-up activities
Q22 In your country, have any co-operation activities with other countries been organised or planned in pursuing the aims and principles of the Charter?
Yes
If not, please explain why not:
Example of good practice:
What is required to encourage such cooperation activities?
Further comments
Article 16. International and European co-operation
Q23 In your country, is there co-operation and collaboration on citizenship and human rights education with the following organisations / institutions?
a) Council of Europe (CoE)
Yes
b) United Nations system (UN) (including UNESCO and UN OHCHR)
Yes
c) Organisation for Security and Co-operation in Europe (OSCE)
Yes
d) European Union (EU) (including European Commission)
Yes
e) Other international/ European organisations
Please specify 'Other international/ European organisations'
What are your expectations from such cooperation?
Increasing level of democracy, participation and human rights.
To what extent are these expectations met?
How could such cooperation be made more useful?
Support trainings of teachers.
Further comments
Q24 In what ways is / can the Charter review process be of support to the countries? [Please rank from 1 (not useful)- 5 (very useful)]
a) An encouragement / motivation for stronger action and higher quality
4
b) An opportunity to promote good practice
5
c) A support tool for dialogue with other countries and within the country
5
d) Access to expertise from other countries and from international institutions
5
e) Other
Please specify other
Q25 What are your expectations from the Council of Europe? [Please indicate the current level of satisfaction from 1 (not useful) - 5 (very useful) for each expectation]
a) An encouragement / motivation for stronger action and higher quality
5
b) Opportunities for sharing and cooperation with other countries
5
c) Provision of a shared framework of reference / common standards
4
d) Impetus for dialogue and cooperation within the country
3
e) Authoritative encouragement to ensure respect of commitments
2
f) Technical advice / technical assistance
5
g) Access to the network of key actors in the member states through the Committee of Ministers, Parliamentary Assembly, the Congress of local and regional authorities and the INGO Conference and the HR Commissioner as well as various monitoring bodies (such as ECRI) as a means of raising visibility of EDC/HRE
4
h) Other
Please specify other
Q26 What are the key challenges to the promotion and development of citizenship and human rights education in your country? (Please indicate the level of impact of each challenge)
a) Lack of priority among decision makers (other areas given more priority)
Medium impact
b) Lack of awareness/interest/support among education professionals
Medium impact
c) Impact of the economic crisis/recession
Medium impact
d) Reduction/cuts in funding
High Impact
e) Decentralised education system
Low impact
f) Changing political context (e.g. change of government)
High Impact
g) Reduction of support networks (NGOs, parent and youth groups etc.)
Medium impact
h) Lack of public interest and support
Medium impact
i) Lack of media interest and support
Medium impact
j) Lack of support from European organisations (Council of Europe, EU etc.)
Low impact
k)Other
Please specify other
Further comments (half a page maximum):
FOLLOW-UP QUESTIONNAIRE
There are plans to repeat this questionnaire in 5 years’ time to get a further sense of the progress of the States Party to the European Cultural Convention in pursuing the aims and principles for citizenship and human rights education promoted by the present Charter. It is also proposed to design the questionnaire focusing on particular areas.
Q27 What particular areas should the follow-up Questionnaire focus on for the next review cycle? (Please indicate the level of priority for each area)
a) Formal general (pre-primary, primary and secondary school) and vocational education
Medium
b) Higher education
Low
c) Pre-school education
Low
d) Democratic governance of educational institutions
High
e) Training (initial and on-going)
High
f) Role of non-governmental organisations (NGOs), youth organisations and other stakeholders
High
g) Criteria for evaluation
High
h) Research
High
i) Social cohesion, valuing diversity and handling differences and conflict
High
j) Evaluation and review
Medium
k) International and European co-operation
High
l) Other
Please specify other
Q28 How can this questionnaire be improved in order to ensure that the data collection is meaningful and useful in terms of encouraging further progress in citizenship and human rights education?
These questions I need to ask all stakeholders in education each year through the website
Q29 To what extent the process of preparation of the reply to this questionnaire was constructive and participatory? [Please rank from 1 (poor)- 5 (excellent)]
Further comments:
FOCUS GROUP 2016: PARLIAMENTARIANS
NB: The questions below are to be addressed to the Education Commission in the National Parliament or other similar bodies
Please indicate which body has been contacted
Q30 Would you agree that citizenship and human rights education is a means to address…
a) … violent extremism and radicalisation leading to terrorism?
To a medium extent
b) … integration of migrants and refugees?
To a great extent
c) … consequences of the economic crisis / austerity measures / social exclusion?
To a great extent
d) … the deficit of democratic participation of both vulnerable and non-vulnerable groups in society with the overall aim of building cohesive and equitable societies?
To a medium extent
Further comments:
Q31 What legislation has been adopted in the last 5 years or is in preparation, with a view to support and promote citizenship and human rights education?
In Education system : Strategy of Education in Serbia until 2020; Strategy of prevention and protection against discrimination; The National Strategy for Resolving the Problems of Refugees and Internally Displaced Persons for the period from 2015 to 2020.; The strategy for social inclusion of Roma in the Republic of Serbia for the period from 2016 to 2025; The national strategy for gender equality for the period from 2016 to 2020; Action Plan for Chapter 23 - judiciary and fundamental rights; Law on Primary Education (Official Gazette of the Republic of Serbia, no. 55/2013 and 2015); Law on Preschool Education (Official Gazette of the Republic of Serbia, no. 18/2010); Law on Primary Education (Official Gazette of the Republic of Serbia, no. 55/2013); Law on Secondary Education (Official Gazette of the Republic of Serbia, no. 55/2013); The Law on student standards (Official Gazette of the Republic of Serbia, no. 55/2013); Rules on the registration of students in high school ( "Official Gazette of RS", No. 75/15); Rules on the criteria and procedure for admission of students - members of the Roma national minority in secondary school under favorable conditions to achieve full equality ( "Official Gazette of RS", No. 12/2016); Rules on the criteria and procedure for registration of participants who completed the program of primary education of adults in high school under favorable conditions, to achieve full equality ( "Off. Gazette of RS", no. 42/16); Rules on pupil and student loans and scholarships ( "Official Gazette of RS", no. 46 / 10,47 / 11, 56/12 and 75/13); Rules on housing and feeding students ( "Official Gazette of RS", No. 36/10 and 55/12); Rules on work quality standards institution ( "Off. Gazette of RS", no. 9/12); Rules on the evaluation of the institution ( "Education Gazette", no. 68/12) etc.
Q32 What are the thematic areas of education of particular concern to your Committee in this respect?
Social Inclusion in Education / Main principles and tools: Introduction and affirmation of the inclusive approach; Equal opportunities for all children; Anti-discrimination, anti segregation, tolerance; Interest of the child; Enrolment of all children, individual aprouch and IEP, adjusted standards, inclusive team in schools, pedagogical assistants, parents’ involvement, cooperation with the local community
Q33 Do you have any further comments to make not provided elsewhere? If so, please use the space below.
Q34 Further comments on citizenship and human rights education in the country:
During the migrant crisis, only in 2016 around 100 000 displaced persons have passed through Serbia. In the awareness of the potential number of migrants coming from Africa, the Middle East and Asia, the Ministry of Education and international organisations are planning many different activities in order to support quality education for children. While projecting the strategy for the integration of the refugees, it is important to have in sight the target group. Such target groups include :
1) Children who have been excluded from education system (out of schooling) for a longer time in the country of origin;
2) Children who were excluded from education system for a longer time in the country of origin, but who were included in education in transiting country(ies) where they spent longer time, with frequent educational interruptions;
3) Children who have not been included into education at all, in the country of origin nor in transiting country(ies).
We must have different strategies for different target main groups of refugee/migrant children.
Other contributors contacted by the respondent, including representatives of:
1. Ministries:
Snežana Vuković, Coordinator of EDC/HRE for Serbia
2. Research institutions:
Institute for Evaluation of Education
3. Education professionals:
Institute for Improvement of Education
4. Civil society organisations:
Centre for Education Policy
a. Teachers organisations:
Teachers in schools in Belgrade, Kruševac and Kraljevo
b Youth organisations
Ministry of Youth and Sports
c Children organisations
Student Parliament
d Parents organisations
5. National human rights institutions
6. Parliaments
7. Local and regional authorities
Forum of Pedagogical Science
8. International institutions
9. Medias
10. Others
