Democratization of Education and Educarion for Democratiz Citizenship

8/10/2019 Democratization of Education and Educarion for Democratiz Citizenship

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Democratization of education and education for democratic citizenship

DEMOCRATIZATION OF EDUCATIONAND

EDUCATION FOR DEMOCRATIC CITIZENSHIP

REPORT OF THE EXPERT TEAM

Prof. Dr Mirjana Pei!, Faculty of Philosophy, BelgradeProf. Dr Dragan Popadi!, Faculty of Philosophy, Belgrade

Nada Ignjatovi!-Savi!, Center for Non-violent Communication, BelgradeMr Danijela Petrovi!, Faculty of Philosophy, Belgrade

Mr Lidija Radulovi!, Faculty of Philosophy, BeogradDr Senad Jaarevi!, Faculty of Law, Novi Sad

Marina Ostoji!, pedagogue, Primary School Principal, NiMilo Uroevi!, sociologist, teacher of the secondary school, Novi Sad

Vesna Dejanovi!, psychologist, YUCRC, BelgradeNevena Vu"kovi!-ahovi!, YUCRC, Belgrade

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-Summary-

One of the main goals of the comprehensive reform of the education system in Serbia isto substantially contribute to the democratic development of the country and its futureEuropean integration. The strategic trends and goals of so conceived reform includedecentralization of the management, financing and decision-making and

democratization of the entire education system, including introduction of education fordemocratic citizenship in curriculum and the schooling system.

With the aim to make grounds and prepare the reform, an expert team has beenestablished to deal with the problems of democratization of education and withincorporation of the education for democratic citizenship in the curriculum and schoolactivities. The team was assigned the following main tasks:

1. To develop syllabi for the new subject: civic education - to be optionallystudied in the 1st grade of the elementary and secondary schools in 2001/2school year (in parallel with the religious education); to develop and

implement a teachers in-service training together with teaching manualsfor this subject.

2. To consider wider aspects of introducing education for democraticcitizenship in the schools and training institutions either in the form of:

! Separate subjects (compulsory, optional or voluntary)! Cross-curricular analyses and reconstruction of existing curricula, from

the education for democratic citizenship standpoint

! Extra-curricular and out-of school activities

3. To study global problems of democratization of education and preparestrategy and plan of short and long-term activities for democratization ofeducation system.

Proposals/Accomplishments1. The programs for education for democratic citizenship (EDC) that were

developed and applied in Yugoslavia in the period 1992 2001 have beenreviewed, evaluated and compared. The same was made for the availableEDC programs applied in other, primarily neighboring countries. Policymeasures in the field of EDC in Eastern Europe have been also analyzed

based primarily on the report on the situation in the field of EDC policymeasures in Eastern Europe prepared within the project Education forDemocratic Citizenship organized by the Council for Cultural Cooperation ofthe Council of Europe, and completed by the end of 2001.

2. Syllabi for civic education (CE) and teachers training programs havebeen completed (refer to App. 1) Programs are being implemented in thefirst grade of the primary and secondary schools. 1250 elementary schooland 420 secondary school teachers have been trained in the first cycle of 5days seminars, and there are over 20 % of all 1st grade primary school andover 10% of all 1st grade secondary school pupils attending the civic education

classes. The second cycle of teachers in-service training is planned for thebeginning of spring semester together with the system of monitoring andevaluation of the actual implementation and the effects and impacts of the pilot

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phase. An external evaluation is suggested.It is also proposed to continuethe piloting phase in the course of the 2002/3 school year(in accordance withthe prepared Amendments to the Elementary and Secondary School Law andin the form of continuation of the existing CE program and development of theprogram for the second year of learning 2

nd grade of the elementary and

secondary schools).

3. The Ministry of Education and Sport has organized discussions on reform(DoR)at the regional level as an aspect of democratic consultations of directparticipants (directors and board members, teachers, teaching advisors (schoolpsychologists and pedagogues), parents, and primary and secondary schoolpupils). The expert team has seen the results of these consultations and hasincorporated them in this Report.

4. In co-operation with the Council of Europe and UNESCO, the Ministry ofEducation and Sport has organized a National Seminar on Education forCitizenship and Democratization of Education System (Belgrade 12th-15th

December 2001, as a form of national and international consultation, whereinthe expert team was in charge of preparation and leading the seminar). Theresults of this seminar and, in particular, the elaboration and proposalsresulting from the discussions held in 4 working teams are incorporated in thisReport.

5. The report of the expert team on democratization of education in Serbiahas been prepared: it identifies the problems, determines the levels ofdemocratization in education and proposes strategic solutions and plan ofactions. The proposed plan and program for introduction of education fordemocratic citizenship makes an integral part of this Report.

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I DEMOCRATIZATION OF EDUCATION

1. Conceptual FrameworkWithin the scope of the overall social/political changes of our society and transformationtowards the parliamentary democracy and general democratization of society, theeconomic transition towards the market economy and preparation for integration into

European mainstreams and structures, the democratization of education and educationfor democracy certainly play a crucial role at all levels and for all participants.Democratization of the education system, its institutions and the education process itselfin all its formal and informal aspects thus makes simultaneously both the goal andstrategic path towards the reform of education.

Democratization of education as a social practice and education system as socialinstitution must be considered in a broader social and political context, which they areembedded in.

Democracy is not only a form of political arrangement and governmental structure (the

rule of people by direct or representative democracy) but it also assumes andincorporates democratic society: a type of social life that implies acceptance andpractice of the principle of equality of rights, opportunities and treatments, for allmembers of the society.

At all levels, i.e. social, political and educational democracy implies:

! Acceptance and respect of (democratic) values, such as freedom,responsibility, equality and solidarity, personal dignity: self-respect and respectof others as well as respect of diversity

! Development and observing of (democratic) principles and proceduresboth in decision-making and the actual practice such as active andresponsible participation, tolerance and non-discrimination, dialogue, debateand negotiations based on arguments (whereas not on the power of authority)peaceful resolution of conflicts

In brief, democracy in education relies on respect of two basic principes:

! The principle of equality (equity, access and respect of equal rights for allregardless of their gender, age, race, ethnic or religious background, place ofliving and wealth, ability, health status),

! The principle of participation (freedom to express opinion, make choice andtake active and responsible part in decision making and practice of education)

In the contemporary world, the concept of democratization, and thus the concept ofeducation for democracy as well, is enhanced by the wider perspective of human rightsand global society (exceeding the framework imposed by the nation and the state) sothat it includes multiculturalism and active citizenship (role of active citizen at a globalscale) asking for the new forms of social (human) solidarity, (global) participation andincreased responsibility (not only for the actual but for the future as well). In such acontext, the term Education for democratic citizenship is more and more used to

indicate a set of education measures, actions and activities having the main goal toprepare the children, youth and the adults for the role of active citizen in a moderndemocratic society.

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! Forms and methodology of teaching and education (prevailing strategies ofteaching/learning) and position of pupils/students and teachers in theeducation/teaching process

! Roles and relationship between students, teachers, professional advisors(psychologists and pedagogues), principals and parents

! School rules and routines; conflict resolution in schools

! System of grading and evaluation of pupils/students, teachers, program andcurriculum within the education system

! Text books and teaching tools

! Education for democratic citizenship: curricular and cross-curricular aspects(separate: compulsory, optional or voluntary subject matter(s) cross curricularsupport to the goals and contents of education for democratic citizenship

3. The Level of School

! Structural-organisational features of the school

! Content of the school life: curricular and extra-curricular activities

!

Management and decision-making at the school level

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2. Current Status and the Actual Problems

An assessment of the actual education system characteristics does not distinguish it asdemocratic system and point to a number of problems that might become an obstacle tothe democratisation process.

- System elements.The education system itself does not include all the major elements (such as adult andpre-school education)

- Cooperation between the formal parts of the system. Schools act asisolated institutions (an isolation of school within the system as well as of someprograms within the school has been recorded), there is no cooperation between schoolnot to mention possibilities to combine programs of various schools; the teachers do notchange their workplace and horizontal transfer of the students is quite uncommon. Allthese point to the closed institutions, which is not in the least distinctive of democracy.

- Cooperation between formal and informal elements of the system.It can be said that the education system as such does not exist at all at a larger scale.There is a somewhat better developed schooling system in addition to which there is aseries of informal education elements, but they do not operate as an integrated whole.The other existing education programs and institutions likewise lack either systematicco-operation among them or between them and the formal schools.

- Information SystemThere is no exact and publicly available data on all the existing education programsneither the database on different programs and institutions dealing with education nordata on the demand and offers in the sphere of education. This lack of informationrelated to the education system also distinguishes non-democratic systems and doesnot offer prerequisites for participation of various groups in decision-making.

- School NetworkThe network of schools and other educational institutions do not show has not beenevenly developed across the country. This particularly refers to the institutions andeducation programs for the persons with special needs, gifted persons etc. but it can begenerally stated that the lack of functionality and rationality distinguishes the entireschool network. As a result our education system does not ensure equal access to allthat are in need of it, this being also distinctive of the lack of democracy.

- System Development Planning.The school network and the education system in general appear to be short of theadequate development policy whereas the body dealing with development planning isrestricted to the schooling system only.

- Quality of EducationEvaluation studies and country reports show rather low degree of studentsachievements. In addition, surveys also reveal that in the majority of schools there is alack of adequate equipment, teaching tools, but also that the buildings are in a poorcondition, that they lack heating and sanitary facilities, have damaged roofs etc. The

schools apply traditional teaching methodology. Equal opportunities for all and quality ofeducation are also hindered by the catastrophic material status of the whole society so

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that the very right to education (of all types and in particular to higher education) hasbeen endangered for social reasons.

- Lack of Standards.Lack of developed or any referent standards for particular education programs,institutions, staff, working conditions etc. as well as the absence of the body to deal with

these problems in professional way make the situation even worse.

The system of advanced professional in-service training and promotion (with developedprocedures, evaluation system, accreditation's and rewards) does not exist at all, whichmakes an additional obstacle to changes.

- Lack of Evaluation StudiesLack of sufficient number of systematic evaluation studies on the education process canbe also noticed. Such conditions not only prevent an open approach to proper and highquality education for all and education that would take place in a safe, reliable andstimulating environment but are also point to the lack of democracy.

- System ManagementThe management of education system is centralised, authoritarian and with hierarchicalorganisation. In addition, the system is distinguished by the excessive application ofstrict norms that prevent all participants in the education process to make their freechoices, decisions and express their own opinions on major issues of concern. All thedecisions of interest for the actual work of the school are being made at the central level(Ministry of Education) this leading to the uniformity of schools, inability of schools todevelop on their own pace in response to the requirements of actual setting, the pupilsand the teachers. This also means that there is no possibility for the students, parents,local community, various interest groups to actively participate in decision-making onthe actual work of the school and function of the school system. Having not participatedin the decision-making, the actual participants of the school do not share theresponsibility either. At the same time, the excessive application of strict norms andcentralised management make the whole system rigid and inflexible; it lacks built-inmechanism that would allow it to change and adjust in response to the actualrequirements.

In summary, the following properties of the existing education system that needchanges can be distinguished:

" Centralised system of management and guidance (and until recentlyeducation policy making and implementing), lacking built-in mechanism of

responsibilities, in particular of the central authorities in relation to localparticipants

" Excessively institutionalised, closed system (education equals schoolingsystem); until recently opposed to civil society sector and private initiatives, butstill lacking proper relation between the formal and informal part of theeducation system; cooperation of school and the local society is limited andsporadic.

" Prevailing traditional concept of education as transmission ofknowledge: excessive and content-based curricula that should be adopted,

outdated traditional teaching methodology leading only tomemorising/reproduction of knowledge

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" Neglect of social-emotional aspect of education and lack of teachingsocial skills and knowledge necessary for the life in a democratic society

" Insisting on obedience and motivation based on fear from sanctions" Non-democratic climate in the school formal, hierarchical, authoritative

and competition based" Traditional methods of grading and evaluation of work grade as the aim

of learning" Poor working conditions (lack of equipment, teaching material, but also poor

conditions of the school buildings, lack of heating, sanitary facilities, damagedroofs etc).

" Rigid, uniform organisation of the school premises, schedule and contentof school activities leading to non-democratic relations

" Legislation which does not support democratic processes" Isolation and lack of co-operation between different education and training

institutions" Inefficient and uneven network of schools" Inflexible system lacking means to adjust to the actual needs and changes

" Lack of information and undeveloped channels for the flow of information" Lack of systematic data on the quality of education(sporadic data points to

the decline of quality)" Lack and/or underdeveloped standards for particular education programs,

institutions, staff, conditions of work etc." Training and education of teachers is much more oriented to the content

of the subject matter than to the learning of education/teaching methodology,understanding and appreciation of developmental/ individual differencesamong pupils and skill to work with the group

" Lack of a comprehensive system of teacher and other professionals in-srvice training and professional development (with the developedprocedure, evaluation system, accreditation and reward)

" Marginalized professional associations" Position and role of inspectors reduced to simple supervision and

controlof the traditional method of work" Insufficient accessibility of education, especially to particular social groups,

e.g. persons with special needs, drop outs etc." Insufficiently developed consciousness on the importance of

democratisation of schools and priority of EDC among professionals andpolitical leaders (principals, people from the Ministry, teachers etc.)

" Lack ofsufficiently developed conceptof goals and tasks of the EDC as well

as curricula, cross-curricular and extra-curricular activities related to EDC." Failure to use programs already developed by the local NGOs, orprograms developed in other countries, failure to take advantage of theexperience of those already included in such activities, of existing manuals etc.and, at the same time possible competition between the programs developedby various NGOs that could be incorporated in EDC.

" Lack of sufficient in-service training for the teachers and professionaladvisors that can participate in work in EDC as well as of other teachers.

" Undeveloped process of EDC programs evaluation and effects" Lack of data published in public on the EDC and civic education.

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3. Proposals and RecommendationsAs a major strategy and the goal of the reform, the democratisation of theeducation system:" presupposes decentralisation of the existing education system

" demands appropriate changes of legislation

" depends on the stability of already initiated political changes and the rate of the

economic recovery of the country" defines framework in terms of values and procedures (goals and strategic

trends) for the reform processes at all levels and segments of the educationsystem

" assumes a long-term (never-ending) and complex process of acceptingdemocratic values, building-up of cognitive and social competencies both at thelevel of an individual or a group as well as transformation of the structure,organisation and effectiveness of the education institutions.

3.1. Democratisation Strategies:

what is needed:! free flow of information, dissemination and accessibility

! democratic decision making,! participation of all interested,! capacity building at all level! clear definition of roles and rule of procedure,! central and local transparency and accountability

How to induce and sustain changes:

! updating and amendment of legislation and regulations both as precondition

and the outcome of the change (democratisation)! adjusting local initiatives (projects, programs, action) to centrally planned

reforms! implementation of the action research strategies for the sustainable, bottom-up

reform processes

! coordination with reform steps in the fields of curriculum, teacher training,quality control and evaluation

! networking of successful sites of proper changes / democratisation

! piloting before introduction of the programs/changes at the larger scale

3.2. Supports/Resources:! democratic political changes! readiness and interest of the relevant parts of the society (youth, NGOs and

stakeholders) for democratic changes and education for democracy

! available programs, projects and activities of local NGOs, academic andresearch institutions for democratic processes and education for democracy

! support and assistance of the international and foreign NGOs and governmentinstitutions and representatives

! available experiences from other countries in transition

3.3. Obstacles, Difficulties and Dilemmas" limited financial resources" lack of democratic tradition both at the wider social level and within the

education system

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" insufficient motivation of the part of participants and unrealistic expectations forfast and radical changes

" ruined and inefficient institutions, not only in the domain of education

" dilemma: to transform the existing or establish new institutions

" difficulties with conceptual and time coordination of various reform actions

" fear that democratisation might entail drop in quality and lack of

professionalism" fear from innovations and changes, feeling safer to rely on traditional

methodology and content

3.4. Strategic directions:1. at the system level

1.1. Policy/legislation

! Include all stakeholders in planning and adopting educationalpolicy/reform:

!

Pass "amended laws" to allow decentralisation of management and decisionmaking with built-in mechanisms of accountability; the process should becarried out step-by-step leading finally to legislation confirming changesbrought about by the reform

! Set up of the National Council for Education as an independent bodycomposed of experts and representatives of civil society to recommend,support and coordinate reform and ensure its continuity.

! Develop mechanisms to combat exclusion and drop-out (e.g. separateprograms to encourage Roma population to attend the school starting from thepre-school age, inclusion and separate programs for handicapped children andchildren with special needs, etc.)

1.2. System structure/organisation

! insist on flexibility and transparencyof the education system; enabling freeflow of both students (change of level and type of school) and the teachers ( bytraining for multi or interdisciplinary teaching, in-service training andprofessional development); it should be compulsory for all education/traininginstitutions to render permanent, full and announced in public information onthe conditions for enrolment, programs and services they offer as well as toreport on the achievements)

! enable and sustain co-operation of formal and informaleducation system:by subsequent accreditation and licensing of previously developed and applied

programs stemming from the non-governmental or private sector which meetthe quality standards; by establishing free market for exchange of programsand services subject to accreditation/licensing (set up the institution forlicenses and accreditation; open schools/institutions for informal education andenact legislation to allow organisations (other than schools, e.g. sport, cultural,scientific, enterprises) to organise and offer education programs.

! Develop licensing and accreditation system (for schools, programs,teachers/instructors, supervisors, etc.)

! Support diversification of education programs, services and institutionsand to particularly encourage it in some parts of education system (e.g. pre-

school education, vocational and university education), taking advantage of theinternational experience

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! Encourage co-operation between schools, including free flow of studentsand teachers, application of common programs, possibility to combineprograms of different education institutions

! Improve quality of education both in the formal and informal part of thesystem (improvement of working conditions, additional training of teachers andother participants, modernisation of education process. and providing of

education to all regardless of the nationality, gender, social status, place ofliving, special needs etc.)

2. At the Level of Curriculum! Introduce curricular reform: to introduce core curricula instead of content-

based programs for particular subject-matter

! Introduce basic/compulsory, optional and voluntarysubjects, provided thatthe percentage of the latter two categories grows with the age (e.g. 20% inhigher grades of the primary school, 30% in the secondary)

! Promote school/classroom based adaptation of core curricula and curriculumdevelopment by special programs and training of teachers (in particular forinterdisciplinary subjects and innovative methods of education work, e.g.project-method, integrative teaching etc.)

! Include training for application of interactive, co-operativelearning/teaching strategies and application of democratic methods ofteaching in training programs for teachers, inspectors and professionaladvisors (psychologists, pedagogues) as well as within the reform of initialeducation for teachers (this particularly refers to training for application ofstimulating grading of students with the emphasis on the informative and notcontrol function of grades, encouraging students and parents partnershiprelation and team work in school/education institution. Teacher training

programs (both initial and in-service should also include the development ofcommunication peaceful conflict resolution skills as well as capacity for selfevaluation and reflection..

! Assess and reformulate existing curricula and textbooksand teaching aidsat all levels in such a way as to comply with human rights and rights of thechild, democratic values and principles (this refers both to the contents ofparticular subject matters and the teaching methodology)

! Introduce Education for Democratic Citizenship in the formal schoolingsystem (in curricular, cross-curricular and extracurricular form),

3. At the level of school/Education Process! Enable, by legislative and other regulations, teacher-student-parent-local

community participation in the management of school/institution and inthe processes of decision making on the contents and organisation ofschool life.

! Promote and enable the transformation of schools into openinstitutions

! Promote school authonomy; support creating the image (ethos") of theindividual schools, which will respond to the actual needs of students, teachers,parents and local community - by "school development projects"

! Articulate and reconstruct hidden curriculum (rules, roles, routines) ofthe schoolthrough public discussion (discussion on democratization of school DDS) and common negotiation of democratic rules, roles andresponsibilities,.

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! Transform and modernise the education process (in compliance withmodern concepts of teaching/learning: by the advanced in-service training ofteachers, and giving support to school development projects and actionresearch studies.

! Empower parents to an understanding of the contents and methodologyof education for democracy

! Establish and improve democratic procedures for recruitment of teachers,principal and school board members

! Assist, by special training programs, in redefinition of competencies andresponsibilities for the management and administration officers at theschool, municipality and regional level.

! Support development and democratic restructuring of professionalassociations, teachers trade unions and students associations

! Encourage extra-curricular and out of school activities (for students andlocal community)

! Enable application of alternative textbooks (in addition to standard) and ofalternative sources of information

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PARENTS STUDENTS TEACHERS

LOCAL AUTHORITIES

SOCIAL & ETHNIC MINORITIES

OPENING REVIZION INTRODUCTION RECONSTRUCTION TRANSPA

DEMOCRATIZATION PROCESS ON THE SCHOOL LEVEL

participationrights & responsibilities

DEMOCRATIZATION:values &procedures

HIDDENCURRICULUM

(RULES, ROLES,ROUTINES)

FORMALCURRICULUM

EDC/HRE

ORGANISATIONSRUCTURE AND

CONTENT OFSCHOOL LIFE

GOVE

MANA*SCH

PARENPRINCIP

LEGISLATION & POLICY TRAINING & CAPACITY

MOES

NATIONALCOUNCIL

FOREDUCATION


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ACTION AND PROJECTS PROPOSALS FOR THE FORTHCOMING PERIOD(2002. - 2005.)

1. SETTING UP OF THE NATIONAL AND REGIONAL COUNCILS FOR EDUCATIONThe National Council would incorporate representatives of the expert teams,participants in the DoD as well as independent experts in education who are interested

to foster reforms as well as of the representative of NGO sector. The staff of the Councilwould not be fixed, but rather made of a number of various groups, the engagement ofwhich for particular assignment would depend on the actual task. Some groups mightemploy professionals on the particular job/project basis (for the beginning such groupsmight be represented by the Agency for Information on Education or Agency forEvaluation).

The above councils should ensure:

! Continuous reform

! Reduction of political influence,

! Participation of a wide range of experts to assist of the Ministry of Educationand other concerned in decision-making on the issues related to educationreform.

! Monitoring of work of the Ministry of Education and Sport and co-ordinationwith the activities of other Ministries.

In such a way a number of commissions established by the Ministries to deal with thoseproblems will cease their work and transfer it to the independent body.

Proposals for the activities of the Council would be passed by all concerned (teachers,

parents, students, Ministry researchers, regional boards etc.). The duties of the Councilwould be to propose legislation and regulations, to analyse and recommend researchstudies, plan development of the education system, ensure co-ordination within thesystem as well as co-ordination of the education system in response to the needs of theactors, initiate possible activities and actions in practice and though its work to ensurethat the changes are being made in accordance with the procedures and withoutinterruption (regardless of the political changes).

At the regional level, similar bodies would deal with education issues relevant for thelocal community, which need not be regulated at the republic level. When required ordeemed necessary, the regional councils would submit their proposal to the National

Council and, if and when required, take part in its work.

To be implemented by: Ministry of Education, expert teams, DoD

Completion period: January - June 2002.

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Steps:1.1. SETTING UP OF INITIATING GROUP at the Meeting of the Ministry of

Education commissions (expert teams), January 20021.2. GATHERING OF MEMBERS, FINDING AND EQUIPPING THE PREMISES,

EMPLOYMENT OF FULL-TIME SECRETARY, ESTABLISHMENT OFINTERNAL DOCUMENTATION AND MODE OF WORK February -March 2002.

1.3.SETTING UP OF THE FIRST WORK TEAMS (Agency for information ineducation, body for preparation of standards for the work of educationinstitutions, body for standards and accreditation of education programs, bodiesfor preparation and approval of in-service teacher training, etc.) -April 2002.

1.4. SETTING UP OF REGIONAL COUNCILS FOR EDUCATION in the communitieshaving good organisation resulting from DOD and experts who are ready to work.

2. INFORMATION DISSIMINATIONEstablishment of the database and development of the information system on educationis the basic prerequisite for participation of all the stakeholders. This data base shouldinclude not only data on the number and type of schools, number of students and

teacher and the like, but also data on all curricula of both formal and informal parts ofthe system as well as data on the needs for education (including education for adults,in-service professional training etc.).

To be implemented by:Agency for information as a part of the National Council ofEducation.Completion time: January 2002-December 2003.

Steps:2.1 SETTING UP OF THE INFORMATION BODY (AGENCY) (The organisation ofthe agency would be initiated by the Ministry and would become a part of theNational Council for education as soon as it is established). In the beginning forthe first two years, the Agency should employ a full-time professional. Thefollowing organisations would take part in establishment and work of the Agency:Ministry of Education, NGOs, professional organisations, and appropriate expertson as needed basis).February-March 2002.

2.2. ESTABLISHMENT OF THE SCHOOL AND LOCAL DATA BASES(encompassing data on the education institutions and programs as well as needsin the area of education), which includes:

! Procurement of hardware and software support to all schools and educationinstitutions

! Training for the work with data bases

! Training for monitoring of the education and other needsMarch-September 2002.

2.3. ESTABLISHMENT OF THE DATABASE AT THE NATIONAL LEVEL, whichwould include data on:

! The schooling system (number and type of schools, school staff, students,programs...),

! Informal part of education system including non-governmental sector(institutions, programs, levels of accreditation)

! Actual needs (in programs, seminars, professionals....).

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The Agency in cooperation with the Ministry of Education (school network), the Centrefor Non-profit Sector (NGOs programs) and other relevant Ministries (various educationprograms would conduct the work

March - December 2002.

2. 4. INFORMATION DISSIMINATION AND DEVELOPMENT OF ANINFORMATION SYSTEM RELATED TO EDUCATION

! Training of teachers to search and apply data

! Research on need for information (which data are needed, for whom, in whatway)

! Development of information program for different categories of interested

! Program for monitoring of possibilities and results of various types ofinformation dissemination (research, updating, proposals for various solutionsand further monitoring)

January -June 2003.

2.5. CONTINUED MONITORING OF THE NEEDS AND VARIOUS TYPES OFINFORMATION DISSIMINATIONJune-December 2003.

3. ORGANISATION OF DISCUSSIONS ON DEMOCRATIZATION (DOD) at theindividual school level. This includes:

" Development of the training programs for DOD facilitators - March-April 2002.

" Training for DOD facilitators - May-August 2002.

" Implementation of DOD in schools - September 2002. - June 2003.

" Initiation of action researches and/or school development programs resulting

from DOD October 2002 December 2003." Networking of schools included in development programs/action researches -

2003-2005

4. SCHOOL MANAGEMENT AND GOVERNANCEActivities:" To prepare and enact changes in legislation to enable democratic management

and governance in schools (decentralisation, structure and mode ofappointment of school boards, rights and responsibilities of the members, fieldof work, duties and rules of work/decision making, way and criteria forappointment of the school principals)

" Completion time: 03.2002; To be implemented by: MoE and Serbian Assembly" To schedule and organise training for school boards, principals and

local/regional school authorities

" Completion time: 02. - 09. 2002.;

" To be implemented by MoE in cooperation with WB

" To monitor and evaluate functioning of the new system of democraticmanagement and governance of schools and, when required, to proposeimprovement.

" Completion time: 2002/3 i 2003/4 school year;

" To be implemented by the Evaluation Center and MoE

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5. SCHOOL DEVELOPMENT PROJECTSThis activity would enable the schools to build-up their own development plans andprojects to become the actors of their own changes and, at the same time, to improveconditions of work in the schools. Thus, the schools can make the plans for:

! Improvement of the working conditions (refurbishment of the school, equipmentetc,),

! Improvement of conditions for teaching (equipment, teaching aids, in-servicetraining program),

! Development and change of curricula for students and local community

! Programs for parents and local community participation in school life

! Changes in management and decision making (participation of individuals andstakeholders in decision making),

! Development of special programs for particular groups of students (e.g. forwider coverage and reduction of drop outs in the primary schools, programs forinclusion of children with special needs, programs for co-operation with otherschools in the country and abroad, co-operation with business enterprises forvocational schools)

! Democratisation of school life and development of schools as "child or youthculture centres", or "open institutions"

! action-research type of projects to develop school/based curricula andtransform the education/teaching methodology

This would encourage the schools to take an active role in the process of reform, toshare responsibility for their own working conditions and development. At the sametime, school development projects are a proper strategy for the grass-route, bottom-upprocess of reform and democratisation.

However, this calls for modification to regulations to allow the schools included in theproject to introduce specific changes.

Steps:Training of school staff and professionals in need assessment and the projects/actionsplanning and management.February June 2002

Establishment of the fund (financial means, premises, commission for evaluation ofplans)February June 2002

Submission of the first school development plans of action projectsJune August 2002

Implementation of scheduled projects/actionsCycles: action-monitoring-proposal for new actionsCompletion time: September 2003 through 2005

6. NETWORKING OF SCHOOLS WHICH HAVE INRODUCED INNOVATION IN THEFIELD OF DEMOCRATIZATION OF EDUCATION

Taking into account large number of schools that are included in various projects aimed

at development of knowledge, skills and in particular actions related to democratisationof schools, and in view of the fact that exchange of data between those schools and the

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schools which do not have such experience would be most beneficial, the followingshould be established:

a. Data base on the schools that apply such projectsb. Mutual working visits to learn about innovations, good experience and the

problems/obstacles faced as well as the way to solve/surmount them

c. Development of such schools into centres for dissemination of knowledge andexperience in the field of democratisation of education.

In the course of 2003-2005

7. IN-SERVICE TRAINING PROGRAMS AND ENPOWERMENTFOR DEMOCRACY IN EDUCATION

Target groups:teachers, education advisers and school inspectors,students, parents and other stakeholders:

The training topics should relate to:

! Communication skills, co-operation and team work

! Skill of constructive communication and non-violent conflict resolution

! Interactive, cooperative strategies of teaching and learning

! Participation in decision making and educational practice

! Qualitative, developmentally appropriate students assessment and evaluation

! Co-operation between school and parents

! Design, planning and management of projects and local/school level actions

! Methodology of action research

! Educational process evaluation, self-evaluation methods and reflexive teachingpractices, professional critique and constructive feedback providing forinspectors, educational advisors (psychologists and pedagogues) andteachers.

Those topics of professional training represent the inception of the changes in variousspheres of the school works. They will be particularly relevant for the schools engagedin school development projects and should be offered to such schools. Training of thelargest possible number of teachers, professional advisors and parents might beforeseen also in the schools which are not included in the school development projects.This activity might be organized through seminars starting from 2002, in cooperation

with Expert teams for Teacher Training and Quality Assurance and Evaluation andprofessional and research institutions.

Completion time: 2002 2005.

8. STUDENTS FUNDTo establish a specific fuund based on donations to assisst students and grantscholarship for those coming from low-income families and for gifted children.

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II EDUCATION FOR DEMOCRATIC CITIZENSHIP

The basic principles that the Education for Democratic Citizenship should be basedupon are identified as:

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To recognise diversity (this term was considered better than the term

tolerance as the latter can have negative connotation in terms of suffering andpassivity)

To respect freedom of choice (in additional to the compulsory curriculum thechildren should be allowed to make their own choice of subject they are goingto learn in accordance to their own interests, abilities and skills)

To develop self consciousness and understanding of the societyTo develop independence and self responsibility (whereas not obeyingresulting from the fear of penalty and forceTo foster cooperation skillsTo foster dignity and self-respect

To respect equality and equal rightsTo respect the rule of law(taking account opinions of teachers and studentsas expressed in DOD; to foster political culture and political education asimportant elements in the development of a democratic individual).

To develop skills of non-violent communication and non-violent conflictresolution (one of the programs is already underway)To foster cosmopolitanism (a factor of major importance in the developmentof a democratic society in particular in view of the past experience of isolationand xenophobia)To respect differences in sex and origin (a principle which is often neglected

being considered already incorporated in the recognition of diversity; it shouldbe therefore particularly taken care of).

We consider that the optimum approach to implementation of the program for Educationfor Democratic Citizenship is an integrated approach meaning that this subject will betaught as:

Separate subject (optional/voluntary)Cross curricular (subject to detailed study to find out what in the presentcontents of different subjects promotes education for democracy, what shouldbe left out and what should be added)

Extracurricular

Education for democratic citizenship should be developmentally appropriate andcontinuous, i.e., should be exercised throughout the primary and secondary educationas well as on graduate and post-graduate studies and virtually should continuethroughout the life cycle. The school, it is considered, is only a segment in thiseducation that should be lifelong.

Relation between the principles, contents and methodology of education for democraticcitizenship is presented in the sketch below.The actual content of work in dealing with these problems is selected on the basis of

principles, paying full respect to the age of students (participants) their previous andactual knowledge, actual situation/conditions in which the education takes place and thecultural and social characteristics of the environment that participants belong to.

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PRINCIPLES CONTENT OF EDC

to be acquired at the level of

METHODOLOGYinteractiveparticipatoryexperienceresearch

in dependence ofAGE

KNOWLEDGE

SKILLS

VALUES

Past experience and the actual environment

All the above should be founded on the local community resources, i.e. the aim is toimplement these programs not only in a schools/classroom, leaving the external world

aside, but out of it also, so that the local community can benefit from them as well.

What is of primary importance in the education for democratic citizenship is to renderproper training to the teachers, not only those teaching the EDC as separate subject,but all of them to enable cross curricular implementation. The methodology of theirtraining should conform to the methodology applied for students. The universityprofessors in teacher training schools should be also trained, and consequently the staffof the Ministry of Education and Sports also (inspectors, professional advisors onvarious subjects etc.)

All these steps need proper legal regulations, which will ensure actual implementation ofthe programs.

PLANNED STEPS

1. To define basic objective and tasks of the EDC. Initial classification of the basiccompetencies (knowledge, values, skills) would develop into a more detailed and moreconcrete system.

Completion time : March2002

2.Development of criteria for cross curricular analysis of the programsof othersubjects: which principles they must respect, which contents can/should be included invarious subjects, which strategies/methods of the education should be applied andwhich types of learning are recommended from the EDC standpoint))April-May 2002

3. Development of cross-curricular program: modification to curricula in order toinclude missing elements of EDC.

In cooperation with the Team for curricular reform, the Team for Democratisation wouldpay particular attention to EDC aspect.

In the course of 2002/3 & 2003/4 school year

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4. Modification to the subject Civic education 1 (after evaluation, refer to item 15)includes:

! modification to curriculum

! modification to Manual for the teachers and students.

July- August 2002.

5. Introduction of Civil Education 2 (CE2) for school year 2002/2003. This includesthe following activities:

! Preparation of curriculum for civil education 2 for 2002/2003. school year,

! Preparation of manual for the teachers,

! Preparation of manual for the students,

! Training of trainers,

! Training of teachers (refer to item 12).

! Monitoring of implementation of civil education 2 program

March 2002- July 2003

6. Introduction of Civil education as voluntary subject in all eight grades ofprimary and four grades of secondary schools in 2003/2004. School year. Thismeans that the students have free choice to select or not the subject of civil education inany grade. However, each student would be obliged to attend these classes at leastonce in the first four grades, and once in the second four grades and once in thesecondary school.

The Civil education would hold a determined number of classes (once a week = 36 peryear) but not the fixed program, the teacher would be at liberty to apply some of the

programs he/she was trained for and the program accredited by the Ministry,

Instead at school, the children might attend some of the programs accepted by theMinistry, which is taking place out of school (during the summer holidays, weekendsetc).

September 2003. to July 2005.

7. Accreditation of various programs related to EDC run and trained for byvarious NGOs, education-scientific institutions either local or foreign. The programsthat could be applied must have clear program of activities, training program for the

teachers and manuals for the teachers and students.It would be a continuous activity that would start in 2002 and would be run in cycles(twice a year) comprising applying for accreditation, checking by expert team andaccreditation.

8. Participation of School in Implementation of Civil Education. Formulation of legalframework that would allow the school to apply for training of their teacher for particularprogram, to apply for donations from various sources and to participate in regionalprojects, to select programs for implementation in dependence of their trained staff,actual problems in the local community, possibility of co-operation with other schools athome and abroad.

9. Translation, publication and distribution of relevant literature.

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10. Publication of leaflet to be distributed to the people in the Government and theMinistryaswell as to the principals and schools. The leaflet would contain basic data onthe priorities attributed to EDC in the international plans, on the projects they can join,on the intentions of the Ministry and on what has been done in that respect so far.

March 2002.

11. Media campaign to popularise EDC

The campaign would include:

! Preparation of spots to be broadcasted by radio and TV;

! Preparation of flyers to be distributed to schools, NGOs etc.

! Preparation of leaflets for the students, teachers and parents

The campaign would run in August and September 2002.

12. Education of professional and political structures: one-day seminars for theschool principals, local authorities, representatives of the Ministry etc, to advise on theimportance of EDC and to brief on the methodology of work

13. Training of Primary School Inspectors to monitor and sustain CE1 program

14. Training of teachers and professional advisors (psychologist andpedagogues) for CE1 and CE2, training for cross curricular approach as well asfor application of various locally prepared or foreign programs in the field ofEducation for Democratic Citizenship.

The training includes:

! Second part of the training of trainers for CE1 - January February 2002.

! Second part of the training for teachers for CE1 - February 2002.

! Training of PS Inspectors for CE1 March 2002

! Training of new trainers for CE1, the first part - August 2002.

! Training of new teachers for CE1, the first part - August-September 2002.

! Training of trainers for CE2 , the first part - September 2002.

! Training of teachers for CE2, the first part - September 2002.

! Training of new trainers for CE1, the second part January 2003.

! Training of new teachers for CE1, the second part - January-February 2003.

! Training of trainers for CE2, the second part - January 2003.

! Training of teachers for CE2, the second part - January-February 2003.

! Training of trainers for cross-curricular approach - August 2002.

! Training of teachers for cross-curricular approach - August-September 2002.

Training for application of various local and foreign programs could be conductedcontinuously throughout the year. One teacher could be trained for more than oneprogram.

14. Incorporation of EDC into the programs of Teachers Colleges and Facultiesand/or organisation of interdisciplinary one-year post graduate studies in EDC on

one of the existing faculties at the University (Faculty of Philosophy, Political Sciences,of Law)2004/5

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15. Monitoring and Evaluation of Civic Education

Preparation and implementation of the separate project for monitoring and evaluation ofthe pilot stage of introduction of civic education in cooperation with international experts(UNESCO) and the Evaluation team:

! Preparation/drafting of project - January, February 2002

! Training of inspectors for monitoring (among trainers for CE1 and primaryschool inspectors.) - March 2002;

! Monitoring visits/meetings with the teachers implementing the program, April,May 2002

! Evaluation of effects: May-June 2002

! Preparation of internal/external evaluation study reports (scheduled within theCE1 program): September 2002

(Similar program of monitoring and evaluation with pre and post-assessments would berepeated in 2002/3 for the subjects CE1 and CE2)

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SYLLABUS

The syllabus consists of three blocks:

I. Individual in the society

Deals with the ways of managing the relationships in the group/community,

attitudes that we have toward other persons and groups, the ways of expressingown opinion and communicating with the others and the techniques of theconstructive conflict resolution

II. Rights and Responsibilities

Introduces pupils to the knowledge and understanding of the rights andresponsibilities and develops the abilities, attitudes and behaviors for protectionand realization of the rights. The content is divided into three segments. The firstaddresses the concept of rights and the Convention on the Rights of the Child, thesecond deals with responsibility and participation and the third with the violationand the protection of rights.

III. School as the Community Participation

Prepares and stimulates the pupils for the active participation in the life of theschool. Everything learned in the scope of the first two blocks will be appliedthrough preparation of a project aimed to solve one of the problems of the youth.The preparation requires identification of the problem that is directly or indirectlyconnected with the school and related to the violation or denial of the certain rightand designing the strategy or the plan of action to solve that problem on their ownor in the cooperation with the others.

CIVIC EDUCATIONSYLLABUS FOR THE 1STGRADE OF PRIMARY SCHOOL(1 lesson per week, 34 lessons per academic year)

GOALTo promote the development of personality and social awareness in the 1 st gradeprimary school pupils. This program should help children to become the activeparticipants in the education process, to build awareness, gain knowledge, acquire skillsand capabilities and values necessary for the development of autonomous, competent,responsible and creative personality open to the agreement and cooperation, respectingoneself and the others.

OBJECTIVES

! To make the process of adaptation to the school environment easier and tostimulate social integration to enhance developing cooperative and friendlyrelationship with the peers and adults,

! To stimulate gaining awareness about oneself, own feelings and needs,personal identity and uniqueness, to develop self-respect and self-confidence.

! To build capacities and skills for solving individual problems; to teachtechniques for dealing with unpleasant emotions; to learn the forms of self-actualization without aggression and with the respect for the others,

! To promote social learning, understanding and acceptance of individualdifferences,

! To stimulate group-work, dialogue and cooperation,

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! To build communication capacities, skills for non-violent communication andconstructive problem solving with the peers and adults; peer-mediation skills,

! To develop creative expression,

! To promote and train for the active participation in the life of the school wherethe pupils should act from their intrinsic, positive motivation and not because ofmust and obedience based on fear,

! To respect democratic values and stimulate their acceptance through thechoice of contents for this subject and through the entire work within it.Learning through the model is an important aspect of learning the socialbehavior and the teacher should demonstrate the values he/she wants thepupils to acquire by his own behavior.

SYLLABUSSyllabus consists of seven blocks

I. Making the process of adaptation to school environment easier andstimulating social integration,

II. Development of awareness of oneself, own feelings and needs, own identityand uniqueness, self-respect and self-confidence,

III. Expressing and communicating the feelings; building capacities for solvingpersonal problems and dealing with unpleasant emotions,

IV. Group work, dialogue and cooperationV. Developing social knowledge, understanding and accepting individual

differences; learning self-actualization without aggression and with therespect for the others

VI. Developing communication capacities, skills for non-violent communicationand constructive problem solving with the peers and adults; peer-mediationskills,

VII. Stimulating and training in the active participation in the life of the schoolwhere the pupils should act from their intrinsic, positive motivation and notbecause of must and obedience based on fear,

Documents

Democratization of Education and Educarion for Democratiz Citizenship