<Title> Democratization of education and education for democratic citizenship </Title>

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DEMOCRATIZATION OF EDUCATION
AND
EDUCATION FOR DEMOCRATIC CITIZENSHIP

REPORT OF THE EXPERT TEAM

Prof. Dr Mirjana Pei, Faculty of Philosophy, Belgrade

Prof. Dr Dragan Popadi, Faculty of Philosophy, Belgrade
Nada Ignjatovi-Savi, Center for Non-violent Communication, Belgrade
Mr Danijela Petrovi, Faculty of Philosophy, Belgrade
Mr Lidija Radulovi, Faculty of Philosophy, Beograd
Dr Senad Jaarevi, Faculty of Law, Novi Sad
Marina Ostoji, pedagogue, Primary School Principal, Ni
Milo Uroevi, sociologist, teacher of the secondary school, Novi Sad
Vesna Dejanovi, psychologist, YUCRC, Belgrade
Nevena Vukovi-ahovi, YUCRC, Belgrade

-SummaryOne of the main goals of the comprehensive reform of the education system in Serbia is
to substantially contribute to the democratic development of the country and its future
European integration. The strategic trends and goals of so conceived reform include
decentralization of the management, financing and decision-making and
democratization of the entire education system, including introduction of education for
democratic citizenship in curriculum and the schooling system.
With the aim to make grounds and prepare the reform, an expert team has been
established to deal with the problems of democratization of education and with
incorporation of the education for democratic citizenship in the curriculum and school
activities. The team was assigned the following main tasks:
1. To develop syllabi for the new subject: civic education - to be optionally
studied in the 1st grade of the elementary and secondary schools in 2001/2
school year (in parallel with the religious education); to develop and
implement a teachers in-service training together with teaching manuals
for this subject.
2. To consider wider aspects of introducing education for democratic
citizenship 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 prepare

strategy and plan of short and long-term activities for democratization of
education system.
Proposals/Accomplishments
1. The programs for education for democratic citizenship (EDC) that were
developed and applied in Yugoslavia in the period 1992 2001 have been
reviewed, evaluated and compared. The same was made for the available
EDC programs applied in other, primarily neighboring countries. Policy
measures 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 policy
measures in Eastern Europe prepared within the project Education for
Democratic Citizenship organized by the Council for Cultural Cooperation of
the Council of Europe, and completed by the end of 2001.
2. Syllabi for civic education (CE) and teachers training programs have
been completed (refer to App. 1) Programs are being implemented in the
first grade of the primary and secondary schools. 1250 elementary school
and 420 secondary school teachers have been trained in the first cycle of 5
days seminars, and there are over 20 % of all 1st grade primary school and
over 10% of all 1st grade secondary school pupils attending the civic education
classes. The second cycle of teachers in-service training is planned for the
beginning of spring semester together with the system of monitoring and
evaluation of the actual implementation and the effects and impacts of the pilot
2

phase. An external evaluation is suggested. It is also proposed to continue

the piloting phase in the course of the 2002/3 school year (in accordance with
the prepared Amendments to the Elementary and Secondary School Law and
in the form of continuation of the existing CE program and development of the
program for the second year of learning 2nd 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 direct
participants (directors and board members, teachers, teaching advisors (school
psychologists and pedagogues), parents, and primary and secondary school
pupils). The expert team has seen the results of these consultations and has
incorporated them in this Report.
4. In co-operation with the Council of Europe and UNESCO, the Ministry of
Education and Sport has organized a National Seminar on Education for
Citizenship and Democratization of Education System (Belgrade 12th-15th
December 2001, as a form of national and international consultation, wherein
the expert team was in charge of preparation and leading the seminar). The
results of this seminar and, in particular, the elaboration and proposals
resulting from the discussions held in 4 working teams are incorporated in this
Report.
5. The report of the expert team on democratization of education in Serbia
has been prepared: it identifies the problems, determines the levels of
democratization in education and proposes strategic solutions and plan of
actions. The proposed plan and program for introduction of education for
democratic citizenship makes an integral part of this Report.

I DEMOCRATIZATION OF EDUCATION
1. Conceptual Framework
Within the scope of the overall social/political changes of our society and transformation
towards the parliamentary democracy and general democratization of society, the
economic transition towards the market economy and preparation for integration into
European mainstreams and structures, the democratization of education and education
for democracy certainly play a crucial role at all levels and for all participants.
Democratization of the education system, its institutions and the education process itself
in all its formal and informal aspects thus makes simultaneously both the goal and
strategic path towards the reform of education.
Democratization of education as a social practice and education system as social
institution must be considered in a broader social and political context, which they are
embedded 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 and
incorporates democratic society: a type of social life that implies acceptance and
practice of the principle of equality of rights, opportunities and treatments, for all
members 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 respect
of others as well as respect of diversity
Development and observing of (democratic) principles and procedures
both in decision-making and the actual practice such as active and
responsible participation, tolerance and non-discrimination, dialogue, debate
and 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 all
regardless of their gender, age, race, ethnic or religious background, place of
living and wealth, ability, health status),
! The principle of participation (freedom to express opinion, make choice and
take active and responsible part in decision making and practice of education)
In the contemporary world, the concept of democratization, and thus the concept of
education for democracy as well, is enhanced by the wider perspective of human rights
and global society (exceeding the framework imposed by the nation and the state) so
that it includes multiculturalism and active citizenship (role of active citizen at a global
scale) asking for the new forms of social (human) solidarity, (global) participation and
increased responsibility (not only for the actual but for the future as well). In such a
context, 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 to
prepare the children, youth and the adults for the role of active citizen in a modern
democratic society.
4

So conceived Education for Democratic Citizenship includes the issues usually dealt
with in civic education, education for human rights, multi and intercultural education,
education for peace and development and global education.
The Education for Democratic citizenship is thus not restricted to the formal, institutional
education system (schools) but includes also activities of other social institutions and
various forms of informal and non-institutional education (family, NGOs, workplace etc.)
It is also not oriented only to the children and the youth but assumes that all the
citizens are at the same time both beneficiaries and participants/providers of education
for democracy.
The Education for democratic citizenship also implies the existence of the democratic
education system and at a larger scale, a democratic social and political environment.
This makes a basic controversy (paradox) and a source of strategic dilemmas in
conceiving and implementing the transformation process from non-democratic to
democratic education system: democratic society is a basic assumption for the
democratic transformation of education whereas at the same time it is impossible to
make democratic society if the cognitive, ethic and procedural competencies for
democratic action have not been developed/accepted first, i.e. if you have not been
educated for democracy first.
The way out of this paradox is a process, dialectic approach: an understanding that we
are dealing with a process without the actual beginning or the end based on dialectic
relationship. In other works to deal with this means to surpass the opposition of:

individual to social;
knowledge to action
theory to practice);
professional to other stakeholders,
institutional to noninstitutional;
governmental to nongovernmental;
efficiency to quality..

Democratisation of the existing schooling system in Serbia is, thus, in the centre of the
whole education reform process. It is, therefore, necessary to design and apply changes
leading to democratisation to all levels of the education system, i.e.:
1. System level:
Goals and way of planning and adopting the educational policy (education
reforms)
Way of implementing the educational policy
Structure and organisation of educational system including professional
education and training of the teachers
Management and monitoring of the education system
Requirements and how to recruit teaching staff
2. Curriculum level
Concept and goals of curriculum and, position and role of all participants
Formulation and nature of formal curricula for different education levels

3.

Forms and methodology of teaching and education (prevailing strategies of

teaching/learning) and position of pupils/students and teachers in the
education/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 and
curriculum 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 curricular
support to the goals and contents of education for democratic citizenship
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

2. Current Status and the Actual Problems

An assessment of the actual education system characteristics does not distinguish it as
democratic system and point to a number of problems that might become an obstacle to
the democratisation process.
- System elements.
The education system itself does not include all the major elements (such as adult and
pre-school education)
- Cooperation between the formal parts of the system. Schools act as
isolated institutions (an isolation of school within the system as well as of some
programs within the school has been recorded), there is no cooperation between school
not to mention possibilities to combine programs of various schools; the teachers do not
change their workplace and horizontal transfer of the students is quite uncommon. All
these 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 a
series of informal education elements, but they do not operate as an integrated whole.
The other existing education programs and institutions likewise lack either systematic
co-operation among them or between them and the formal schools.
- Information System
There is no exact and publicly available data on all the existing education programs
neither the database on different programs and institutions dealing with education nor
data on the demand and offers in the sphere of education. This lack of information
related to the education system also distinguishes non-democratic systems and does
not offer prerequisites for participation of various groups in decision-making.
- School Network
The network of schools and other educational institutions do not show has not been
evenly developed across the country. This particularly refers to the institutions and
education programs for the persons with special needs, gifted persons etc. but it can be
generally stated that the lack of functionality and rationality distinguishes the entire
school network. As a result our education system does not ensure equal access to all
that 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 the
adequate development policy whereas the body dealing with development planning is
restricted to the schooling system only.
- Quality of Education
Evaluation studies and country reports show rather low degree of students
achievements. In addition, surveys also reveal that in the majority of schools there is a
lack of adequate equipment, teaching tools, but also that the buildings are in a poor
condition, that they lack heating and sanitary facilities, have damaged roofs etc. The
schools apply traditional teaching methodology. Equal opportunities for all and quality of
education are also hindered by the catastrophic material status of the whole society so

that the very right to education (of all types and in particular to higher education) has
been 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 developed
procedures, evaluation system, accreditation's and rewards) does not exist at all, which
makes an additional obstacle to changes.
- Lack of Evaluation Studies
Lack of sufficient number of systematic evaluation studies on the education process can
be also noticed. Such conditions not only prevent an open approach to proper and high
quality education for all and education that would take place in a safe, reliable and
stimulating environment but are also point to the lack of democracy.
- System Management
The management of education system is centralised, authoritarian and with hierarchical
organisation. In addition, the system is distinguished by the excessive application of
strict norms that prevent all participants in the education process to make their free
choices, decisions and express their own opinions on major issues of concern. All the
decisions 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 to
develop on their own pace in response to the requirements of actual setting, the pupils
and 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 on
the actual work of the school and function of the school system. Having not participated
in the decision-making, the actual participants of the school do not share the
responsibility either. At the same time, the excessive application of strict norms and
centralised management make the whole system rigid and inflexible; it lacks built-in
mechanism that would allow it to change and adjust in response to the actual
requirements.
In summary, the following properties of the existing education system that need
changes can be distinguished:
"

"

"

Centralised system of management and guidance (and until recently

education policy making and implementing), lacking built-in mechanism of
responsibilities, in particular of the central authorities in relation to local
participants
Excessively institutionalised, closed system (education equals schooling
system); until recently opposed to civil society sector and private initiatives, but
still lacking proper relation between the formal and informal part of the
education system; cooperation of school and the local society is limited and
sporadic.
Prevailing traditional concept of education as transmission of
knowledge: excessive and content-based curricula that should be adopted,
outdated
traditional
teaching
methodology
leading
only
to
memorising/reproduction of knowledge

"
"
"
"
"
"
"
"
"
"
"
"
"
"

"
"
"
"
"
"
"

"
"
"

Neglect of social-emotional aspect of education and lack of teaching

social 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, damaged
roofs etc).
Rigid, uniform organisation of the school premises, schedule and content
of 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 differences
among pupils and skill to work with the group
Lack of a comprehensive system of teacher and other professionals insrvice training and professional development (with the developed
procedure, evaluation system, accreditation and reward)
Marginalized professional associations
Position and role of inspectors reduced to simple supervision and
control of 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 and
political leaders (principals, people from the Ministry, teachers etc.)
Lack of sufficiently developed concept of 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, or
programs developed in other countries, failure to take advantage of the
experience of those already included in such activities, of existing manuals etc.
and, at the same time possible competition between the programs developed
by various NGOs that could be incorporated in EDC.
Lack of sufficient in-service training for the teachers and professional
advisors 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.

3. Proposals and Recommendations

As a major strategy and the goal of the reform, the democratisation of the
education 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 education
system
assumes a long-term (never-ending) and complex process of accepting
democratic values, building-up of cognitive and social competencies both at the
level 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 and
research institutions for democratic processes and education for democracy
support and assistance of the international and foreign NGOs and government
institutions 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
10

 insufficient motivation of the part of participants and unrealistic expectations for

fast 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 educational
policy/reform:
Pass "amended laws" to allow decentralisation of management and decision
making with built-in mechanisms of accountability; the process should be
carried out step-by-step leading finally to legislation confirming changes
brought about by the reform
Set up of the National Council for Education as an independent body
composed 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. separate
programs to encourage Roma population to attend the school starting from the
pre-school age, inclusion and separate programs for handicapped children and
children with special needs, etc.)
1.2. System structure/organisation
insist on flexibility and transparency of the education system; enabling free
flow of both students (change of level and type of school) and the teachers ( by
training for multi or interdisciplinary teaching, in-service training and
professional development); it should be compulsory for all education/training
institutions to render permanent, full and announced in public information on
the conditions for enrolment, programs and services they offer as well as to
report on the achievements)
enable and sustain co-operation of formal and informal education system:
by subsequent accreditation and licensing of previously developed and applied
programs stemming from the non-governmental or private sector which meet
the quality standards; by establishing free market for exchange of programs
and services subject to accreditation/licensing (set up the institution for
licenses and accreditation; open schools/institutions for informal education and
enact 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 institutions
and to particularly encourage it in some parts of education system (e.g. preschool education, vocational and university education), taking advantage of the
international experience

11

Encourage co-operation between schools, including free flow of students

and teachers, application of common programs, possibility to combine
programs of different education institutions
Improve quality of education both in the formal and informal part of the
system (improvement of working conditions, additional training of teachers and
other participants, modernisation of education process. and providing of
education to all regardless of the nationality, gender, social status, place of
living, special needs etc.)

2. At the Level of Curriculum

Introduce curricular reform: to introduce core curricula instead of contentbased programs for particular subject-matter
Introduce basic/compulsory, optional and voluntary subjects, provided that
the percentage of the latter two categories grows with the age (e.g. 20% in
higher grades of the primary school, 30% in the secondary)
Promote school/classroom based adaptation of core curricula and curriculum
development by special programs and training of teachers (in particular for
interdisciplinary subjects and innovative methods of education work, e.g.
project-method, integrative teaching etc.)
Include
training
for
application
of
interactive,
co-operative
learning/teaching strategies and application of democratic methods of
teaching in training programs for teachers, inspectors and professional
advisors (psychologists, pedagogues) as well as within the reform of initial
education for teachers (this particularly refers to training for application of
stimulating grading of students with the emphasis on the informative and not
control function of grades, encouraging students and parents partnership
relation and team work in school/education institution. Teacher training
programs (both initial and in-service should also include the development of
communication peaceful conflict resolution skills as well as capacity for self
evaluation and reflection..
Assess and reformulate existing curricula and textbooks and teaching aids
at all levels in such a way as to comply with human rights and rights of the
child, democratic values and principles (this refers both to the contents of
particular subject matters and the teaching methodology)
Introduce Education for Democratic Citizenship in the formal schooling
system (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 in
the processes of decision making on the contents and organisation of
school life.
Promote and enable the transformation of schools into open
institutions
Promote school authonomy; support creating the image (ethos") of the
individual 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) of
the school through public discussion (discussion on democratization of school
DDS) and common negotiation of democratic rules, roles and
responsibilities,.
12

Transform and modernise the education process (in compliance with

modern concepts of teaching/learning: by the advanced in-service training of
teachers, and giving support to school development projects and action
research studies.
Empower parents to an understanding of the contents and methodology
of 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 and
responsibilities for the management and administration officers at the
school, municipality and regional level.
Support development and democratic restructuring of professional
associations, teachers trade unions and students associations
Encourage extra-curricular and out of school activities (for students and
local community)
Enable application of alternative textbooks (in addition to standard) and of
alternative sources of information

13

PARENTS

STUDENTS

TEACHERS

LOCAL AUTHORITIES

EXPERTS

SOCIAL & ETHNIC

MINORITIES

PROFESSIONAL
ASSOCIATIONS/BUSSINES

participation
rights & responsibilities

MOES

NATIONAL
COUNCIL
FOR
EDUCATION

DEMOCRATIZATION:values &procedures
OPENING

ORGANISATION
SRUCTURE AND
CONTENT OF
SCHOOL LIFE

REVIZION

INTRODUCTION

FORMAL
CURRICULUM
EDC/HRE

LEGISLATION & POLICY

RECONSTRUCTION

HIDDEN
CURRICULUM
(RULES, ROLES,
ROUTINES)

TRAINING & RES.

INSTITUTIONS
IN-SERVICE TR.
COORDINATION
CENTER
NAT.EVAL. CTR.

TRANSPARENCE/ACCOUNTABILITY

GOVERNANCE
AND
MANAGEMENT
*SCHOOL BOARD
PARENTS COUNCILS
PRINCIPALS, STAFF

TRAINING & CAPACITY BUILDING

DEMOCRATIZATION PROCESS ON THE SCHOOL LEVEL

14

ACTION AND PROJECTS PROPOSALS FOR THE FORTHCOMING PERIOD

(2002. - 2005.)
1. SETTING UP OF THE NATIONAL AND REGIONAL COUNCILS FOR EDUCATION
The 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 Council
would not be fixed, but rather made of a number of various groups, the engagement of
which for particular assignment would depend on the actual task. Some groups might
employ professionals on the particular job/project basis (for the beginning such groups
might be represented by the Agency for Information on Education or Agency for
Evaluation).
The above councils should ensure:

Continuous reform
Reduction of political influence,
Participation of a wide range of experts to assist of the Ministry of Education
and other concerned in decision-making on the issues related to education
reform.
Monitoring of work of the Ministry of Education and Sport and co-ordination
with the activities of other Ministries.

In such a way a number of commissions established by the Ministries to deal with those
problems 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 Council
would be to propose legislation and regulations, to analyse and recommend research
studies, plan development of the education system, ensure co-ordination within the
system as well as co-ordination of the education system in response to the needs of the
actors, initiate possible activities and actions in practice and though its work to ensure
that the changes are being made in accordance with the procedures and without
interruption (regardless of the political changes).
At the regional level, similar bodies would deal with education issues relevant for the
local community, which need not be regulated at the republic level. When required or
deemed 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.

15

Steps:
1.1. SETTING UP OF INITIATING GROUP at the Meeting of the Ministry of
Education commissions (expert teams), January 2002
1.2. GATHERING OF MEMBERS, FINDING AND EQUIPPING THE PREMISES,
EMPLOYMENT OF FULL-TIME SECRETARY, ESTABLISHMENT OF
INTERNAL DOCUMENTATION AND MODE OF WORK February -March 2002.
1.3. SETTING UP OF THE FIRST WORK TEAMS (Agency for information in
education, body for preparation of standards for the work of education
institutions, body for standards and accreditation of education programs, bodies
for preparation and approval of in-service teacher training, etc.) - April 2002.
1.4. SETTING UP OF REGIONAL COUNCILS FOR EDUCATION in the communities
having good organisation resulting from DOD and experts who are ready to work.
2. INFORMATION DISSIMINATION
Establishment of the database and development of the information system on education
is the basic prerequisite for participation of all the stakeholders. This data base should
include 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 of
the 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 of
Education.
Completion time: January 2002-December 2003.
Steps:
2.1 SETTING UP OF THE INFORMATION BODY (AGENCY) (The organisation of
the agency would be initiated by the Ministry and would become a part of the
National Council for education as soon as it is established). In the beginning for
the first two years, the Agency should employ a full-time professional. The
following organisations would take part in establishment and work of the Agency:
Ministry of Education, NGOs, professional organisations, and appropriate experts
on 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 needs
in the area of education), which includes:

Procurement of hardware and software support to all schools and education

institutions
Training for the work with data bases
Training for monitoring of the education and other needs
March-September 2002.
2.3. ESTABLISHMENT OF THE DATABASE AT THE NATIONAL LEVEL, which
would 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 Centre
for Non-profit Sector (NGOs programs) and other relevant Ministries (various education
programs would conduct the work
March - December 2002.
2. 4. INFORMATION DISSIMINATION AND DEVELOPMENT OF AN
INFORMATION SYSTEM RELATED TO EDUCATION
Training of teachers to search and apply data
Research on need for information (which data are needed, for whom, in what
way)
Development of information program for different categories of interested
Program for monitoring of possibilities and results of various types of
information dissemination (research, updating, proposals for various solutions
and further monitoring)
January -June 2003.
2.5. CONTINUED MONITORING OF THE NEEDS AND VARIOUS TYPES OF
INFORMATION DISSIMINATION
June-December 2003.
3. ORGANISATION OF DISCUSSIONS ON DEMOCRATIZATION (DOD) at the
individual 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 GOVERNANCE
Activities:
To prepare and enact changes in legislation to enable democratic management
and governance in schools (decentralisation, structure and mode of
appointment of school boards, rights and responsibilities of the members, field
of work, duties and rules of work/decision making, way and criteria for
appointment 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 democratic
management and governance of schools and, when required, to propose
improvement.
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 PROJECTS

This activity would enable the schools to build-up their own development plans and
projects to become the actors of their own changes and, at the same time, to improve
conditions of work in the schools. Thus, the schools can make the plans for:
Improvement of the working conditions (refurbishment of the school, equipment
etc,),
Improvement of conditions for teaching (equipment, teaching aids, in-service
training 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 and
stakeholders in decision making),
Development of special programs for particular groups of students (e.g. for
wider coverage and reduction of drop outs in the primary schools, programs for
inclusion of children with special needs, programs for co-operation with other
schools in the country and abroad, co-operation with business enterprises for
vocational schools)
Democratisation of school life and development of schools as "child or youth
culture centres", or "open institutions"
action-research type of projects to develop school/based curricula and
transform the education/teaching methodology
This would encourage the schools to take an active role in the process of reform, to
share responsibility for their own working conditions and development. At the same
time, school development projects are a proper strategy for the grass-route, bottom-up
process of reform and democratisation.
However, this calls for modification to regulations to allow the schools included in the
project to introduce specific changes.
Steps:
Training of school staff and professionals in need assessment and the projects/actions
planning and management.
February June 2002
Establishment of the fund (financial means, premises, commission for evaluation of
plans)
February June 2002
Submission of the first school development plans of action projects
June August 2002
Implementation of scheduled projects/actions
Cycles: action-monitoring-proposal for new actions
Completion time: September 2003 through 2005
6. NETWORKING OF SCHOOLS WHICH HAVE INRODUCED INNOVATION IN THE
FIELD 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 democratisation
of 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 following
should be established:
a. Data base on the schools that apply such projects
b. 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 and
experience in the field of democratisation of education.
In the course of 2003-2005
7. IN-SERVICE TRAINING PROGRAMS AND ENPOWERMENT
FOR 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 teaching
practices, professional critique and constructive feedback providing for
inspectors, educational advisors (psychologists and pedagogues) and
teachers.

Those topics of professional training represent the inception of the changes in various
spheres of the school works. They will be particularly relevant for the schools engaged
in school development projects and should be offered to such schools. Training of the
largest possible number of teachers, professional advisors and parents might be
foreseen 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 and
professional and research institutions.
Completion time: 2002 2005.
8. STUDENTS FUND
To establish a specific fuund based on donations to assisst students and grant
scholarship 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 based
upon are identified as:

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

tolerance as the latter can have negative connotation in terms of suffering and
passivity)
To respect freedom of choice (in additional to the compulsory curriculum the
children should be allowed to make their own choice of subject they are going
to learn in accordance to their own interests, abilities and skills)
To develop self consciousness and understanding of the society
To develop independence and self responsibility (whereas not obeying
resulting from the fear of penalty and force
To foster cooperation skills
To foster dignity and self-respect
To respect equality and equal rights
To respect the rule of law (taking account opinions of teachers and students
as expressed in DOD; to foster political culture and political education as
important elements in the development of a democratic individual).
To develop skills of non-violent communication and non-violent conflict
resolution (one of the programs is already underway)
To foster cosmopolitanism (a factor of major importance in the development
of a democratic society in particular in view of the past experience of isolation
and xenophobia)
To respect differences in sex and origin (a principle which is often neglected
being considered already incorporated in the recognition of diversity; it should
be therefore particularly taken care of).

We consider that the optimum approach to implementation of the program for Education
for Democratic Citizenship is an integrated approach meaning that this subject will be
taught as:
Separate subject (optional/voluntary)
Cross curricular (subject to detailed study to find out what in the present
contents of different subjects promotes education for democracy, what should
be left out and what should be added)
Extracurricular
Education for democratic citizenship should be developmentally appropriate and
continuous, i.e., should be exercised throughout the primary and secondary education
as well as on graduate and post-graduate studies and virtually should continue
throughout the life cycle. The school, it is considered, is only a segment in this
education that should be lifelong.
Relation between the principles, contents and methodology of education for democratic
citizenship 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 and
actual knowledge, actual situation/conditions in which the education takes place and the
cultural 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
KNOWLEDGE
SKILLS
VALUES

METHODOLOGY
interactive
participatory
experience
research

in dependence of
AGE
Past experience and the actual environment
All the above should be founded on the local community resources, i.e. the aim is to
implement 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 render
proper 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 their
training should conform to the methodology applied for students. The university
professors in teacher training schools should be also trained, and consequently the staff
of the Ministry of Education and Sports also (inspectors, professional advisors on
various subjects etc.)
All these steps need proper legal regulations, which will ensure actual implementation of
the programs.
PLANNED STEPS
1. To define basic objective and tasks of the EDC. Initial classification of the basic
competencies (knowledge, values, skills) would develop into a more detailed and more
concrete system.
Completion time : March 2002
2. Development of criteria for cross curricular analysis of the programs of other
subjects: which principles they must respect, which contents can/should be included in
various subjects, which strategies/methods of the education should be applied and
which types of learning are recommended from the EDC standpoint))
April-May 2002
3. Development of cross-curricular program: modification to curricula in order to
include missing elements of EDC.
In cooperation with the Team for curricular reform, the Team for Democratisation would
pay 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 includes
the 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 of
primary and four grades of secondary schools in 2003/2004. School year. This
means that the students have free choice to select or not the subject of civil education in
any grade. However, each student would be obliged to attend these classes at least
once in the first four grades, and once in the second four grades and once in the
secondary school.
The Civil education would hold a determined number of classes (once a week = 36 per
year) 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 the
Ministry, which is taking place out of school (during the summer holidays, weekends
etc).
September 2003. to July 2005.
7. Accreditation of various programs related to EDC run and trained for by
various NGOs, education-scientific institutions either local or foreign. The programs
that 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 and
accreditation.
8. Participation of School in Implementation of Civil Education. Formulation of legal
framework that would allow the school to apply for training of their teacher for particular
program, to apply for donations from various sources and to participate in regional
projects, to select programs for implementation in dependence of their trained staff,
actual problems in the local community, possibility of co-operation with other schools at
home 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 the
Ministry as well as to the principals and schools. The leaflet would contain basic data on
the 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 the
school principals, local authorities, representatives of the Ministry etc, to advise on the
importance 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 and
pedagogues) for CE1 and CE2, training for cross curricular approach as well as
for application of various locally prepared or foreign programs in the field of
Education 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 conducted
continuously throughout the year. One teacher could be trained for more than one
program.
14. Incorporation of EDC into the programs of Teachers Colleges and Faculties
and/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 of
the 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 primary
school 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 the
CE1 program): September 2002

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

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EDC & Democratization Expert Group

Appendix1.
Syllabi for Civic Education
-optional pilot subjects in academic 2001/2002The starting point and the basic materials in preparation of these syllabi were numerous
programs addressing issues of civics, multiculturalism, constructive conflict resolution
and nonviolent communication developed in the last 8 years by local experts, and
disseminated in the education system through NGOs supported by int'l organizations as
UNICEF and Fund for an Open Society, in an alternative and extracurricular framework,
which was the only possibility at that time. However, even so, these programs were
tested on the corresponding school pupils population and evaluated positively be the
pupils, teachers and external experts.
CIVIC EDUCATION
SYLLABUS FOR THE 1ST GRADE OF UPPER SECONDARY SCHOOLS
(1 lesson per week, 34 lessons per academic year)
GOAL
To help secondary school pupils to gain awareness, develop abilities and skills and
acquire values necessary for the full development of personality and for the competent,
involved and responsible life in the civic society with respect for human rights and
freedoms, peace, tolerance, gender equity, understanding and friendship among
peoples, ethnic, national and religious groups.
OBJECTIVES:
To develop the understanding of differences between people, their
acknowledgment and respect for them,
To strengthen pupils self-esteem, feelings of personal and group identity,
To develop communication skills necessary for cooperative behavior and
constructive conflict resolution; argumented presentation of own opinions,
active listening, negotiation.
To develop the ability of critical thinking and responsible decision making and
acting,
To build the understanding of the nature and the manner of establishing social,
ethical and legal norms and regulations and their importance for the life in a
society,
To introduce pupils to the concept of rights and develop their understanding of
the relationship between rights and causality of rights and obligation,
To develop sensitivity to the violation of children rights, readiness to protect
own and others rights and to help them to learn techniques for standing for
and realizing the children rights,
To stimulate and build capacities for the active participation in the school life;
To train pupils for the group work and group decision making,
To respect democratic values and stimulate their acceptance through the
choice of contents for this subject and through the entire work within it.

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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 expressing
own opinion and communicating with the others and the techniques of the
constructive conflict resolution
II.
Rights and Responsibilities
Introduces pupils to the knowledge and understanding of the rights and
responsibilities and develops the abilities, attitudes and behaviors for protection
and realization of the rights. The content is divided into three segments. The first
addresses the concept of rights and the Convention on the Rights of the Child, the
second deals with responsibility and participation and the third with the violation
and the protection of rights.
III.
School as the Community Participation
Prepares and stimulates the pupils for the active participation in the life of the
school. Everything learned in the scope of the first two blocks will be applied
through 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 indirectly
connected with the school and related to the violation or denial of the certain right
and designing the strategy or the plan of action to solve that problem on their own
or in the cooperation with the others.
CIVIC EDUCATION
SYLLABUS FOR THE 1ST GRADE OF PRIMARY SCHOOL
(1 lesson per week, 34 lessons per academic year)
GOAL
To promote the development of personality and social awareness in the 1st grade
primary school pupils. This program should help children to become the active
participants in the education process, to build awareness, gain knowledge, acquire skills
and capabilities and values necessary for the development of autonomous, competent,
responsible and creative personality open to the agreement and cooperation, respecting
oneself and the others.
OBJECTIVES
To make the process of adaptation to the school environment easier and to
stimulate social integration to enhance developing cooperative and friendly
relationship 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 teach
techniques for dealing with unpleasant emotions; to learn the forms of selfactualization without aggression and with the respect for the others,
To promote social learning, understanding and acceptance of individual
differences,
To stimulate group-work, dialogue and cooperation,
26

To build communication capacities, skills for non-violent communication and

constructive 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 where
the pupils should act from their intrinsic, positive motivation and not because of
must and obedience based on fear,
To respect democratic values and stimulate their acceptance through the
choice of contents for this subject and through the entire work within it.
Learning through the model is an important aspect of learning the social
behavior and the teacher should demonstrate the values he/she wants the
pupils to acquire by his own behavior.

SYLLABUS
Syllabus consists of seven blocks
I.
Making the process of adaptation to school environment easier and
stimulating social integration,
II.
Development of awareness of oneself, own feelings and needs, own identity
and uniqueness, self-respect and self-confidence,
III.
Expressing and communicating the feelings; building capacities for solving
personal problems and dealing with unpleasant emotions,
IV.
Group work, dialogue and cooperation
V.
Developing social knowledge, understanding and accepting individual
differences; learning self-actualization without aggression and with the
respect for the others
VI.
Developing communication capacities, skills for non-violent communication
and constructive problem solving with the peers and adults; peer-mediation
skills,
VII. Stimulating and training in the active participation in the life of the school
where the pupils should act from their intrinsic, positive motivation and not
because of must and obedience based on fear,
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