Analyses of Teacher Policies in Bosnia and Herzegovina (original) (raw)
education policy analysis archives, 2013
This paper presents a political analysis of school-based management reform in Bosnia and Herzegovina (BiH). School-based management (SBM), based on the principle of school autonomy and community participation, is a school governance system introduced in many parts of the world, including post-conflict nations. Such a phenomenon seems to follow the pattern predicted by the theories of institutional isomorphism. According to the institutionalists in comparative education, a country adopts global education reforms so as to enhance nation-building and nation-state legitimacy within the international community . However, a closer look at the SBM reform adoption process in BiH reveals that, after legislating the global reform, policy leaders appear to have willfully derailed its implementation. Careful analysis of their legitimacy contexts suggests that BiH leaders may have adopted the internationally-driven reform policy primarily for the purpose of enhancing their precarious domestic legitimacy. Such behavior can be explained by ) political utility theory, which has not yet been sufficiently incorporated into the analysis of educational reform transfer. The study posits that policy leaders in reform-borrowing countries still play a crucial role in shaping Education Policy Analysis Archives Vol. 21 No. 62 2 education systems, even in the globalized world that is arguably driving these systems to converge. It is then important for comparative and international education scholars, as well as international donors, to critically assess the intent, practices and behaviors of the political leaders who accept global reforms.
Issues in Teacher Training in the Federation of Bosnia and Herzegovina
1997
The current academic 1996/1997 school year in the Federation of Bosnia and Herzegovina began in somewhat different circumstances than the previous ones. These circumstances could be, in general, described as more favorable, since the armed conflict had stopped a year ago. Despite many difficulties, it could be asserted that the overall conditions for education improved. In the meantime, Bosnia and Herzegovina struggled with its agreed upon framework under the stipulations of the Dayton Accords. The country was supposed to undergo the gradual process of re-integration with the heavy presence of the IFOR troops, and a host of international organizations responsible for the implementation of the Accords in the civil sector. Without going into necessary details, it could be said that many basic preconditions for the improvement of living did not take place. Some major results were accomplished in terms of ending the military aspects of the war. Once the hostilities stopped on October 12...
STRATEGIES OF EDUCATIONAL REFORM IN THE COUNTRIES OF SOUTH EASTERN EUROPE Final Report
2000
The Seminar on Strategies of Educational Reform in Transition Countries tookplace in Bled from 8 to 10 June 2000 with the participation of experts fromAlbania, Montenegro, Serbia, Kosovo, Macedonia, Bosnia and Herzegovina andCroatia on one hand and those from other European countries on the other. Itwas jointly organised by the Council of Europe, the Open Society Institute –Slovenia and the Ministry of Education and Sport of the Republic of Slovenia andfinancially supported by the Enhanced Graz Process.The total number of participants amounted to nearly one hundred. They: – were briefed on the essential issues of European educational reforms in thelast decade and– in the light of that discussed the situation, the degree of changes and theneed for further reform measures in the countries of South Eastern Europe.The basic aim of the seminar was to link experts from countries changing (up-grading) their educational systems under rather difficult circumstances and fromthose that have al...
The Reforms in the System of Education at the Period 2004-2014
Knowledge International Journal, 2019
The system of education must ensure an ongoing reform and development and this paper aims to analyze these changes after the Ohrid Framework agreement. Although this document was a political agreement it impacted the organization in the system of education largely. In the first part the paper analyzes the need for decentralization of power in the country for the sake of being closer to local communities and also improving services in this regard. The changes were presented in two levels. The first level was an organizational redesign of the service in regard to number of schools in the country. In order to better manage the process, the Ministry of Education established two units: the legal unit and the analytical unit. The urgent challenge for the development of this process has to do with the fact that only in its primary education Macedonia had about 340 primary schools that function as special legal units and therefore the centralized management created the “Black Box” effect ac...
The intensive development of the educational system in Bosnia and Herzegovina started immediately after the war. This was dictated by the needs of economic development, industrialization of the country and by the transfer of the labor force from the agricultural to industrial sector, but also by the changes in the whole of the social and political structure and " necessity to engage the whole working class and other citizens to be successfully involved in the development of the socialistic society. " (Hromadžić 1982, pp. 4–5) There was a constant gap between a sudden increase of natality in the afterwar period, the number of children who needed to attend schools and the amount of students, schools space and the lack of teachers. The so called old school dominated in schools in Bosnia and Herzegovina. It was based on verbalism, intellectualism and it was not practical at all. After 1945, Bosnia and Herzegovina accepted the Marxist theory and its decisive input towards education. A school declaratively became national, accessible, obligatory and free for all. Functioning in this way, education became a weapon in the politicians' hands who dreamed of creating a new socialistic individual. An influence of soviet pedagogy was evident. This pedagogy attempted to exclusively impose its principles as the only worthy, as it was the case in all the countries of " national democracy " or socialistic countries created after the Second World War. Nevertheless, pedagogy in Bosnia and Herzegovini was a Marxist one, but it attempted to be focused on pupil and to put him/her, at least declaratively as the subject of the educational process.
A Review of the Main Trends in the Reforms of School Structures in Europe
Annual Review of Comparative and International Education 2018. International Perspectives on Education and Society, Volume 37, 2019
The aim of this chapter is to present a brief review of the main trends in the reforms of school structures in Europe that have happened over the past 25 years. The review comprises school systems in 38 European countries: the European Union member states, the European Free Trade Association countries, and some countries in South-Eastern Europe. The chapter starts with an introduction to the reasons for focusing on the school structures, and then outlines the following six main reform trends: (1) decreasing the school entrance age; (2) expanding compulsory preschool education; (3) increasing the duration of compulsory school education; (4) increasing the duration of primary education; (5) eliminating primary education as a separate level by providing single basic education; and (6) continuing the diversity of school structures. The chapter concludes with short prognoses on the six trends.
MODERNIZATION OF EDUCATION SYSTEM IN BOSNIA AND HERCEGOVINA 1484 1914
THE WESTERN BALKANS COOPERTION, GEOPOLITICS AND ECONOMIC TRANSITIONS AND RELATIONS , 2022
This chapter aims to assess the Bosnian educational system comparatively in the Ottoman Empire and in the Austro-Hungarian Empire in the light of concrete data such as education laws, investment budgets, student numbers and newly built schools. Since Bosnia and Herzegovina remained under the Ottomans for 415 years (1463-1878) and afterward under the Austro-Hungarian Empire or 40 years (1878-1914), it was affected by these two states in many areas. This interaction provided the development of a sui generis culture in B&H. After the Tanzimat Fermanı (Imperial Edict of Reorganization) proclamation in 1839 reforms were also made in educational institutions according to the European model. B&H, as the frontier land of the two Empires from the Treaty of Passarowitz (1718) to the Treaty of Berlin (1878), and became closer to European culture. This rapprochement was accelerated under the Austro-Hungarian Empire. This convergence played an important role, especially in the reorganization of educational and cultural institutions. The Austro-Hungarian Empire brought innovations to the schooling process. Administrators implemented their own school systems to achieve education integration with the Empire. This tendency created a new social class called Bečka škola by facilitating the education of Bosnian leaders in Vienna with its college policy. These developments were the starting point for Bosnian society, which had been in interaction and intertwined with Eastern culture for many years. The process, which was the legacy of the two empires, played a significant role in the realization of this transformation.
Comparison of teacher education reforms in Serbia and Austria
Contemporary Issues of Education Quality, 2013
The aim of this paper was to compare the changes in educational policies and educational practice regarding teacher education in Serbia and Austria. In the last years the most important changes in policy papers in Serbia were: request for all teachers to have a master’s degree and a minimum of 30 ECTS in pedagogical-psychological-methodical courses and 6 ECTS of school practice, introduction of inclusive education, formalization of one year induction programs and introduction of obligatory professional development courses. In Austria the new teacher education, proposed by the National Council in 2013, includes a uniform educational training for all teachers and educators at universities and the University College of Teacher Education (PH) in Austria. For the first time both class and subject teachers will be required to have at least Bachelor degree or later on Master Degree gained at the university. The master studies are planned to deepen selected parts of Bachelor studies and to widen the adjacent age ranges of pupils. It was concluded that the main difference between teacher education in Austria and Serbia could be viewed through the interplay of uniformity and flexibility. Finally, relying on contemporary models of teacher education, recommendations that could contribute to further teacher education reforms in both countries were defined.