Introduction and Background    2 

The Current Situation    4

1. The statistics    4

	Table 1 - Primary Education in RBiH    4

	Table 2 - Secondary Education in RBiH    5

	Table 3 - Higher Education in RBiH    5


2. Finance   6

3. Organization and structure:    8
	Figure 1 - Organization of the Ministry of Education, 
Science, Culture and Sports   10
3. Curriculum, methods and student evaluation  12
4. Teachers and teacher training   16
5. Adult and non-formal education   17
6. Educational research and development and management 
information systems  17

First steps toward a systematic approach to rational 
educational development, innovation and reform   18

Possible technical cooperation projects   19
1. A Policy, planning, management and management information 
systems project.   19
2. A curriculum and textbook planning, innovation and 
development project.   19
3. A student assessment and examination development project   
20
4. A teacher education planning, innovation and development 
project  20
5. A technical and vocational education innovation and 
planning project.   20
6. A university planning, development and administration 
project.   21
7. A non-formal and adult education project to deal with 
handicapped and displaced citizens and with
in-service training for the new post-war economy  21
8. A project to develop possible options for the 
privatization of education.   22
9. A project to develop libraries for university faculties in 
BiH.  22
10. A radio education project, with listening groups in the 
several cantons  22
11. A school design project to examine ways of building 
efficient schools that enhance teaching
and learning.   23

ANNEX - List of key interviews   24

Table 4 - Primary School Curriculum Plan (1994)   26
Table 5 - Curriculum for the General Secondary School   27
Table 6 - Curriculum for the Philological Grammar School   28
Table 7 - Curriculum for the Natural Science - Mathematical 
Secondary School   29
Table 8 - Curriculum for the Mathematical - Informatics 
(Computer Science) Secondary School  30
Table 9 - Curriculum for the Sport Secondary School   31
Table 10 - Secondary Teacher Training School Curriculum   32
Table 11 - Curriculum for Secondary Kindergarten Teacher 
Training School   34
Table 12 - Curriculum for Secondary Technical and Other 
Cognate Schools   35
Table 13 - Curriculum for Secondary Vocational Schools   38

Introduction and Background

	This is a report of a mission to the Republic of Bosnia-
Herzegovina (BiH) in late October
and early November, 1994. The mission was asked to explore 
with government authorities and
educational institutions the medium and long-term educational 
issues as seen by the various
constituencies and to prepare a brief sector review that 
would be of help to donor agencies.  In
addition, the mission was asked to assist in the preparation 
for a national education roundtable held
on November 4 and 5.

	Emergency needs for reconstruction and winterizing of 
schools and for rebuilding
university facilities were not part of the terms of reference 
of the mission.  Other groups are
concerned with this, including the European Union in Mostar, 
the UN and UNESCO in Sarajevo,
the Soros Foundation, and other elements of the UNICEF 
program.  This mission was for the
purpose of looking ahead to what needs to be done to lay the 
groundwork for an efficient, effective
and relevant education post-war education system within the 
framework of the new Federation of
Bosnia-Herzegovina.

	The mission began its work at the UNICEF area office in 
Zagreb (October 16 and 17)
where briefings and a document review were undertaken, both 
at UNICEF offices and at USAID
offices at the American Embassy.  It then proceeded to Split 
for briefings at the sub-office of
UNICEF (October 18).  Most of the time was spent in Sarajevo 
in discussions with education and
finance officials and preparing for the national education 
policy conference held on November 4
and 5 (October 19 through 22 and October 29 through November 
6). 

	Side trips were undertaken from Sarajevo to 

	- Mostar (October 23 and 24), 

	- Zenica (October 25 and 26) and 

	- Tuzla (October 27 and 28). 

	Finally, the mission debriefed in Zagreb on November 7 
and visited Paris (8-11 November)
in order to fully brief UNESCO officials there. A final 
report was prepared following the Paris
visit. The list of key visits with officials in Sarajevo and 
elsewhere appears in Annex I. Tables 1
through 3 appear in the text; Tables 4 onward appear 
following the Annex.

	As noted above, the mission was scheduled to coincide 
with a two-day policy discussion
meeting organized by the Ministry of Education in Sarajevo on 
November 4 and 5, 1994. The
Ministry prepared a position paper for presentation and 
discussion at this meeting.  In this paper, a
brief history of the education system in the former 
Yugoslavia is presented and a description of
changes since the formation of the Republic of Bosnia 
Herzegovina.  The mission spent several
hours reviewing this paper with the Deputy Minister of 
Education and the Secretary of the
Ministry. At the November 4 and 5 meeting, the mission 
further explored options as seen by the
various constituents represented at the meeting.  

	Over 100 participants attended the November 4 and 5 
meeting, including the Minister of
Education, Science, Culture and Sports and his key deputies; 
the Director of the Pedagogical
Institute (the technical staff of the Ministry); 
representatives of various elementary and secondary 
schools; several faculties of the university; representatives 
of the Catholic and Muslim communities
in Sarajevo; the UN Special Representative to Sarajevo; 
representatives of several bilateral and
multilateral funding groups and agencies and others. Nearly 
fifty participants gave lengthy
presentations on their views as to what the education 
community should look like in the future.

	The views ranged from conservative to reformist.  
Conservative views seemed to say that
the pre-war educational system worked well and that BiH 
should re-create that system with minor
modifications.  Others felt that BiH was getting left behind 
and that the entire education system
needs to be re-structured to suit the economic, social and 
political reality of the future.  Many urged
that the new system think of ways of teaching values, either 
through new methodology or through
extra-curricular and other activities. Values were defined to 
mean many things: rights and
responsibilities in a free society; responsible environmental 
behavior in everyday living; concern
for basic humane principles; empathy with and sympathy for 
others. One educator suggested
bottom-up reform, with education geared to the mental health 
and personality needs of children at
various ages with less emphasis on early achievement in 
traditional subject matter.  Some urged
more community/parent/business participation in educational 
reform and development. Others
suggested attention to mobility features of the system.  As 
we have more and more a world
economic and social system, the ability for BiH children to 
move elsewhere to continue education
(and for others to come here to get education compatible with 
theirs at home) must be of concern.
Representatives of Catholic and Muslim communities pointed 
out that they were contributing to
educational reconstruction by developing their own parochial 
schools and the representatives of the
Ministry of Education indicated that national policy is to 
encourage schools sponsored by religious
groups as long as the core national curriculum is followed.  
For non-religious schools,
comparative religion courses will be offered but no religious 
instruction courses will be required.

	The final seminar re-enforced many of the analyses made 
throughout the report, below,
most of which was completed before the national seminar on 
November 4 and 5.  For instance, it
was noted in the seminar that there had been no formal 
training of educational administrators in the
former Yugoslav system before the war, and that the system 
was top-down, with little flexibility at
the local level.  Now, with a decentralization policy, and 
with more of the finance to come from the
local level, there is need for well-trained planners, 
administrators, managers and leaders at the
national, canton, and local school levels.  In addition, new 
higher education planning and
management tasks will accrue to post-secondary institutions 
in the future and new kinds of
administrators, institutional planning and related services 
will be needed.

	The national seminar concluded with the recommendation 
that a number of more
specialized, smaller seminars be held in the future, in 
cooperation with international organizations
and NGOÕs.  These seminar/workshops would include foreign 
experts, when available, and would
take place not only in Sarajevo but in the cantons, when 
possible. All of these suggestions are
compatible with needs as identified by the mission.  The 
workshop topics mentioned at the
workshop and discussed during the break by the international 
organizations and NGOÕs include the
following:

	- Workshop(s) on needed changes in the curriculum 
(including various subject areas) and in
the textbook program.

	- Workshops on educational 
administration/management/leadership at all levels, school 
and
university.

	- Workshops on how to involve the 
community/parents/business in educational planning,
development and implementation (should include 
representatives of these groups in the workshop).

	- Workshop on the education of educators: new approaches 
to teacher training, pre-service
and in-service; training of trainers.

	- Workshop on new approaches to informal and non-formal 
education.

	- Workshops to train trainers of English as a second 
language trainers; other English-
language workshops.

	The mission was funded by UNICEF, an organization deeply 
involved in emergency
funding for the educational system in Bosnia-Herzegovina.  
The mission, however, was not
intended to examine emergency assistance but rather to look 
ahead to the tasks necessary to rebuild
an educational system that is efficient, of high quality and 
relevant to the goals of the new nation of
Bosnia-Herzegovina.  At the same time, as the mission was 
deeply aware of the fact that the
regions visited were still in a state of emergency and 
although reconstruction had begun, the need
for emergency aid was still great.  In fact, most informants 
had difficulty in trying to project into
the future because of the urgency to provide for immediate 
needs, often one day at a time.
Emergency assistance still needed includes repair and 
reconstruction of damaged schools,
provision of heat in those schools as winter approaches 
provision of teaching supplies, food aid,
textbooks and related materials.

	The mission is grateful to UNICEF officers in all region 
visited.  It is especially
appreciative of the help of Nada Zan, Education Assistant in 
the UNICEF Sarajevo Office, who
traveled with the mission and who interpreted in the many 
meetings held.  Ms. Zan also translated
numerous documents and prepared several background documents 
on the education system in
Bosnia-Herzegovina that were most helpful in the preparation 
of this report.

The Current Situation

1. The statistics :

	The Ministry in Sarajevo has issued statistics that show 
a dramatic decline in numbers of
schools, students and teachers since the outbreak of the 
hostilities.  This is partly because the
Government of the Republic of Boznia Herzegovina (RBiH) does 
not control all of the former BiH
region and partly because many parents, students and teachers 
have fled because of the conflict.  In
the policy brief of August, 1994, entitled Brief About the 
Educational System and Funding in
RBiH, issued by the Ministry of Education, Science, Culture 
and Sports, the following figures
(Table 1) are given for primary education (grades one through 
eight in two cycles, one through
four in which all subjects are taught by one teacher and five 
through eight in which separate
subjects are taught by separate teachers):

Table 1 - Primary Education in RBiH

School YearNumber of schoolsNumber of studentsNumber of
classroomsNumber of 
teachers1965/662,696597,25617,87415,8561970/712,714644,49722,
42821,7981980/812,462625,61920,21023,0531990/912,205539,87519
,38323,3691993/94285199,6897,3087,238
	Clearly, the number of primary schools, teachers and 
students has dropped dramatically
since before the war. The figures in Table 1 are those of the 
last school year and figures for the
1994-5 school year are not available but will probably be 
somewhat larger than those of 1993-4.

	Some caution must be taken in interpreting these 
figures.  During the height of the war,
schools continued in basements of buildings; now, schools are 
often in temporary quarters and
often are running two or three shifts a day to meet the 
demand.  

	Secondary education has been affected as well as shown 
by Table 2 (1993/4 figures reflect
only schools in territories controlled by the government of 
RBiH):

Table 2 - Secondary Education in RBiH

School yearNumber of SchoolsNumber of StudentsNumber of
ClassroomsNumber of 
Teachers1965/66375102,6373,4114,1721970/71289107,2023,5034,56
21980/81447227,4086,9998,8391990/91239172,5565,6059,6101993/9
413359,2122,1244,146
	A number of common problems are faced by primary and 
secondary education in all of the
cantons.  Most need to winterize quickly so as to be able to 
offer classes in the winter.  Most need
extensive repairs in order to stay open in the winter.  For 
instance, in East Mostar, there appear to
be 9 kindergarten, 10 primary schools, 12 secondary schools 
and one special education school,
and practically none have as yet been reconstructed.  The 
Ministry estimates that about 3.5 million
deutschmarks (about US$2.3 million) will be needed to get all 
of the schools ready to open.  The
European Community (EU) is currently completing the 
reconstruction of secondary school #8 in
West Mostar (a school with 1,000 pupils). It hopes to finish 
one elementary school and two
specialized secondary schools (music and industrial 
professions) in East Mostar by the end of the
year. Similar problems exist in all of the cantons.

	In the medium and long term, there are policy and 
planning issues that must be resolved.
These involve decision-making on numbers of schools to open; 
which to consolidate; whether to
charge fees and for what; how to find financing for 
continuing operation of a decentralized system;
how to train new teachers and re-train existing teachers; how 
to develop curriculum options that
suite local conditions; and many other issues.  Some of these 
are dealt with further in later sections.

	Table 3 shows the situation as higher education has 
developed during the past several
decades:

Table 3 - Higher Education in RBiH

School YearNumber of Higher
Education InstitutionsNumber of StudentsNumber of Teaching 
Staff1965/662522,7561,9651970/712731,4141,7031980/814148,4611
,9341990/914837,7632,3401993/944010,5001,392
	Many of the higher education institutions in Table 3 are 
post-secondary academies and
technical schools.  A number of these are becoming a part of 
universities or becoming universities
themselves.  Some of the Pedagogical Academies, originally 
two-year post-secondary institutions
to train teachers for multi-class work in grades 1-4 and 
subject-matter classes for grades 5 through
8, are becoming four-year academies and some are becoming 
pedagogical (or philosophy) faculties
of existing universities.  In West Mostar, for instance, a 
Pedagogical Academy that had been in
existence since 1951 and a two-year post-secondary Academy 
since 1970, became in September,
1994, the Pedagogical Faculty of Mostar University.  The new 
faculty has admitted 300 students,
spread among seven teaching groups: pre-school; multi-subject 
class teaching (for grades one
through four); math and physics; biology and chemistry; 
Croatian and English; Croatian and
German; Croatian language and literature. The Academy at 
Tuzla similarly has expanded its
program to four years of post-secondary work and, as of 1994, 
has become part of the University
of Tuzla as the Faculty of Philosophy.

	Most universities are traditionally organized with 
faculties of economy, law, agronomy,
civil engineering, philosophy (often dealing with pedagogy 
and that in most universities would be
so titled) and others. The University of Sarajevo is reported 
to have as many as fourteen faculties. 
There appears to be duplication of effort in that several 
faculties offer courses in basic sciences,
presumably because each needs only certain elements of that 
discipline.  At the university in West
Mostar, however, there is talk of sharing labs among 
faculties and horizontal groups of biologists,
chemists, etc., who will dialogue with each other across 
faculties.  

	Both universities and post-secondary technical 
institutes offer a myriad of specializations,
closely following the pre-war system of preparing young 
people for highly specialized jobs as
ordered by the centralized economic planning.  There would 
appear to be a need for a careful study
of the curriculum and cost of the entire vocational 
(secondary) and technical education system
before it is rebuilt to serve an economic system of the past.

	Urgently needed is a further study of the higher 
education picture in the country.  There will
be new manpower needs in the post-war economy, need for 
trained specialists who can move from
one kind of job to another, need for entrepreneurs who can 
use their skills to create service
businesses that can create jobs, need for leaders who 
understand the world social and economic
system.  Further, the country sees itself as a part of Europe 
and it must examine the compatibility
of its higher education system with that of Europe.  Members 
of the European Union for instance,
have been embarked over the past years in an intensive effort 
to reform higher education
curriculum, examine ways to encourage mobility of higher 
education faculty and students between
and among institutions, ways of innovating in higher 
education and ways of making higher
education more efficient and relevant.  Bosnia Herzegovina 
must embark on similar efforts.

2. Finance:

	Of the moment, there is little federal, cantonal or 
municipal budget for education.  Schools
and educational institutions operating do so because of 
volunteer teachers and administrators and
because of buildings offered by municipalities and cantons 
and maintained by them. There appears
to be an effort in some cantons to pay the teachers a token 
amount (usually from .5 Deutschmarks
to perhaps several DM a month) plus some food supplies, 
though it is not clear if the food supplies
are those available to everyone in the same amount. Even the 
Minister of Education receives only
1.7 DM a month (slightly over US$1.00 and the deputies and 
Ministers at Large 1.5 DM or about
$1.00).  Although figures incomplete, there is clearly a 
shortage of teachers and the Ministry has
begun plans to quickly train additional teachers.  These 
plans include the creation of secondary
teacher training schools in each canton, the first of which 
opened in October, 1994. It is unknown
how these teachers will compare, in practice, to those 
trained in the two year post-secondary
pedagogical academies, the former becoming teachers after 
twelve years of schooling and the latter
after fourteen.

	All educational planning and financing must be in the 
context of the political situation.
Currently, several regions or cantons have agreed to form the 
Federation of Bosnia-Herzegovina
with the central government located in Sarajevo alongside the 
Republic of Bosnia-Herzegovina
government. Within cantons are municipalities that also have 
or will have their political and
educational infrastructure.

	The Federation of Bosnia Herzegovina, however, is 
largely the result of agreements
between Bosnian and Croation authorities (the ÒWashington 
agreementÓ) and the UN System and
the European Community. Exactly how this federation will 
function has not, as yet, been
completely worked out and agreed upon on the ground.  The 
agreements suggest a cantonal
arrangement whereby the various regions and municipalities 
have much autonomy within a federal
structure. Within this structure, income presumably will come 
from three levels of taxes: federation
(customs taxes, sales taxes on certain products, and 10 or 12 
other kinds of specialized taxes);
cantons (business and income taxes); municipalities (probably 
property and business taxes).

	Only in early November, 1994, are representatives from 
the various cantons meeting to try
to work out how the Federation will be organized.  In the 
early plan, there were to be three
Bosnian cantons, three Serb canton, and three Croatian 
canton, plus the Canton of Sarajevo.  The
later Washington agreements concentrate on unifying the 
Croatian and Bosnian canton into a
federation.  Currently (November, 1994), there appear to be 
eight cantons cooperating in the
education sector.  These are essentially the Bosnian and 
Croatian cantons.

	The legislature in Sarajevo is currently considering 
various proposals for organizing and
financing education but none of these proposals, it seems, 
has been discussed in any detail with the
cantons.  One suggestion is that each canton would control 
and largely support its own educational
system. Current thinking of some in the Finance Ministry is 
that primary schools would be
supported 60% by local authorities (primarily municipalities) 
and 40% by federal authorities;
secondary schools would be supported 70% by local authorities 
(primarily cantons with some
municipal support) with 30% federal support.  Universities 
would be supported 70% by federal
government with 30% from other sources (primarily student 
tuition fees, grants, contracts, etc.).
Some cantons seem to have a different idea.  West Mostar 
officials, for instance, suggested in our
discussions that 20% of the cost of primary schools should be 
borne by municipalities and cantons
(basically, costs of maintenance, supplies, etc.) while 80% 
should be borne by the Herzegovina
government (all salaries, teacher preparation, etc.). They 
also suggested that 100% of the cost of
secondary schools be borne by the Herzegovina government. 
Many cantonal and municipal
officials emphasize the destroyed industrial base and lack of 
personal income.  They felt that the
federal government would have to shoulder most of the costs 
of education at all levels for some
time to come. Unless substantial bridging financing is 
available from international sources,
however, the federal government is no better off in terms of 
available resources than the cantons
and municipalities. 

	The Ministry of Education, Science, Culture and Sports 
is not as specific on amounts, but
does suggest strong cantonal and municipal support for 
education.  It suggests that based on past
experience and the experience of advanced European countries 
that about 5.9% of GNP must be
collected and invested in education. The MESCS further 
suggests that about 60% of all educational
expenditure should be from the cantonal budget, about 20% 
from the budget of the
Republic/Federation, about 10% from funds collected from the 
users of educational services
(students and organizations), and about 10% from other 
sources (grants, contracts, contributions,
etc.).  Since primary education is obligatory, the federal 
government would help equalize
educational expenditure by distributing more of its share to 
poor cantons than to rich ones. All
agree that primary education should be essentially free while 
tuition and other fees might be
introduced at secondary and higher education levels. 

	Higher education finance is even more precarious and 
uncertain.  Traditionally, as in most
socialist states, higher education has been free in the 
former Yugoslavia.  Now, higher education
institutions are re-opening and new ones are being created in 
Bosnia-Herzegovina. In the case of
the new Faculty of Philosophy (Pedagogy) of the University of 
Tuzla, facilities are very limited,
consisting of a large lecture room and two smaller rooms and 
a several faculty members.  How
these many institutions will be financed in the future is 
unclear.

	There is some talk of undergraduate tuition and fees, 
much as in happening in most of the
former socialist countries, and at the University in West 
Mostar, tuition fees have been established
for students who wish to study part-time while they are 
working.  In this case, fees are set by the
faculty. Just before the outbreak of hostilities in 1990, 
token tuition fees had been introduced in the
universities, but these have been canceled since the war 
broke out.  

	Graduate degrees in At the University of Sarajevo, we 
have been told, involve various fees
and costs involving reproduction of theses. These can total 
some DM1,000 (about US$700) during
the degree program. Under present economic conditions, many 
graduate students can not afford
these fees and the Soros Foundation has helped by providing 
scholarships to cover such fees.

	If more fees and/or tuition charges are introduced in 
order to help finance higher education,
the implication of this must be carefully explored.  Most 
countries that have gone this route have
set up government-sponsored or guaranteed student loan 
schemes so as to be sure the fees do not
exclude capable students who can not afford the fees.  
Similarly, many formerly socialist countries
are combining former research institutes with the 
universities with the idea that universities will
combine research and teaching.  In this way, universities can 
be expected to sell research,
development and consulting services to business and industry, 
thus partially financing themselves. 
Involving faculty members in such activity also enriches 
teaching. Apparently, in Bosnia-
Herzegovina, there is a mixed system whereby some research 
institutes exist as integral parts of
universities while others exist independently.  In future 
higher education planning exercises, an
analysis of the role of research institutes within and 
outside universities should be analyzed and
alternative arrangements explored.

	Clearly, much higher education policy research and 
planning activity is needed in the
medium and longer term in Bosnia-Herzegovina. Some mechanism 
might be encouraged whereby 
each university and higher education institution would 
dialogue with the region each serves.
Similarly, one or more association of higher education 
institutions might be established to discuss
and plan policies that affect all institutions.  This 
association or council could then dialogue with
governmental authorities on questions of policy, finance and 
the like.

	Other decisions that must be taken in the near future 
will be whether or not to encourage
private higher education institutions.  If they are to be 
encouraged, accreditation mechanisms and
other quality controls need to be discussed.

	UNESCO has indicated that it has a special interest in 
the reconstruction and development
of higher education in Bosnia-Herzegovina. They might become 
the lead agency in developing
programs through which local higher education administrators 
could share ideas with higher
education faculty and administrators in other countries; 
through which experts could be obtained in
undertaking an in-depth sub-sector analysis; through which 
experts could be obtained in helping
local universities improve their planning and administration 
capabilities.

3. Organization and structure:

	The Ministry of Education, Science, Culture and Sports 
for the Republic of Bosnia-
Herzegovina is located in Sarajevo and is structured as shown 
in Figure 1. Total staff of the
Ministry is 162 (including staff in the Pedagogical and 
Culture Institutes) and the Ministry
estimates that an additional 90 professionals would be needed 
for a fully functional ministry.  

	Similar ministries exist in the cantons, but their 
professional resources are even more
limited.  In Tuzla, for instance, the Ministry was formed 
only in October, 1994, and five staff in
the Ministry have responsibility for education (along with a 
small Pedagogical Institute). In East
Mostar, a Secretariat of Social Services has two departments, 
one for Education, Science and, with
one advisor in each of the following:  pre-school and primary 
education; secondary education;
school organization (to help principals manage schools); out 
of school activities; and culture.  A
second department is for Health Protection.  The Department 
of Education has organized
workshops for teachers to introduce the new curriculum (this 
task normally would normally fall to
the Pedagogical Institute but the Mostar Pedagogical 
Institute is in West Mostar and does not
currently serve East Mostar).

	In West Mostar, the education department of the Ministry 
similarly has four or five
professionals but it also has a better staffed Pedagogical 
Institute with 28 staff.  The Institute has
curriculum advisors who go daily to schools to help the 
teachers, while the Ministry has three
education inspectors who visit schools to see if rules are 
followed. Croatian curriculum and
textbooks are used. 

	There appears to be an idea in some of the cantons that 
their ministries should mirror the
national ministry.  There is probably a need for a quite 
different structure at the cantonal level if the
cantons are to actually administer education in a highly 
decentralized system. Part of the problem,
of course, is that educational administrators have never been 
formally trained in the pre-war
system, and with a tradition of a centralized system 
requiring little policy, planning and financial
management at the local level, there is little awareness as 
yet of what it will take in the way of skills
and organization to manage the education system in the 
cantons. In fact, several officials in cantons
visited simply suggested that it was better to continue the 
centralized system, apparently in
realization that they did not have either the financial or 
human resources to cope with a fully
decentralized system. 

	On the other hand, in Zenica, representatives from the 
pedagogical academy and from both
Travnik District and Visoko suggested that the canton would 
be able to come up with structures
and institutions that mirror needs in that region and that 
they expected to support much of the local
system in the future.  Mention was made of the need for a 
higher agricultural school as the region
has much agriculture. Officials from the Zenica region felt 
that there should be several two-year
post-secondary (or ÒhigherÓ) schools in the region, with a 
possibility of the graduates continuing
further later.  This seems to suggest the possibility of a 
junior college system in the future.  Zenica
region authorities had surveyed the community and 60% had 
suggested that they wanted an
educational system similar to western Europe and the United 
States, with adaptations to suite the
local environment.  This would suggest a major reform effort 
in the future as the current structure
and curriculum in most cantons is patterned after the pre-war 
Yugoslav system.	

	Of the moment, finance issues are being discussed 
largely at the national level within the
ministries and the legislature in Sarajevo. Such finance 
issues, however, are dependent to a large
degree on how the cantons and municipalities organize their 
local governments and their education
systems.  If it is to be a true cantonal system, each canton 
and municipality will have its own
legislative and tax structure and a great deal of control 
over its educational system, perhaps even to
the extent of deciding on much of the curriculum, the 
textbooks to be used, the fees to be charged,
etc. The federal government, in turn, will have its own 
taxing authority, as authorized by the
cantons.  Federal funds will be used to assure educational 
equity among the cantons (as well as for
other national needs, as defined by the cantons and the 
federal legislature). 
Figure 1 - Organization of the Ministry of Education, 
Science, Culture and Sports
Republic of Bosnia and Herzegovina (November 1, 1994)
Total staff in Ministry: 162


==============================

______________________________

==============================

_____________________________________
Constructed from discussions at the Ministry of Education, 
Science, Culture and Sports, October, 1994

	Clearly, the cantons and municipalities, on the whole, 
have not as yet the infrastructure, tax
base or human resources to establish a fully-functional 
cantonal government and educational
infrastructure. There is, in turn, little tradition in 
educational policy, planning and finance at the
local level.  In the past, education was planned and largely 
financed at the national level, although
productive enterprises often supported secondary-level 
education that related to the jobs necessary
in these enterprises. Future planning should include the 
training of educational policy planners and
administrators for work in the national and cantonal 
Ministries of Education and educational
administrators for work in the municipalities.  Such training 
should include modules that deal with
modern techniques of educational policy, planning and 
administration, and modules that alert the
trainees to the innovations currently underway in countries 
worldwide in curriculum, methods,
structures and finance of education. In a decentralized, 
cantonal system, educational administrators
at all levels have many more tasks than in the previous, 
highly centralized system. 

	Some of the new tasks that must be undertaken by 
planners and administrators in the new
decentralized system include the following:

	- Management information systems must be established in 
each canton to gather information
useful in decision-making.  Such systems are more than 
statistics gathering, although good
statistical information is necessary.  Data on internal 
efficiency of the system must be gathered: per-
student cost at each level; drop-out and repeater rates; 
methods of cost reduction, etc.  Data on
external efficiency must be generated: how well the system 
meets the needs as seen by parents, by
business and industry, by government authorities; how well 
the system prepares young people for
a democratic system and a market economy. These data can be 
very simple in the beginning, but a
tradition of collecting and analyzing such data must be 
established. 

	- Techniques of educational projections, including 
costing of instructional resources,
maintenance, administration, etc., must be developed. 

	- In a system where costs are to be shared amongst 
municipalities, cantons and the federal
government, new kinds of fund accounting systems must be 
established at the several levels in
order to track income from various sources and expenditures 
at various levels. 

	- The former system of inspection must be re-thought to 
bring it in line with the new
decentralized policies. What should be the role of school 
inspectors in the new decentralized
system?  How should school inspectors relate to the 
Pedagogical Institutes that also have a role in
assuring quality (however defined) in schools?

	- Teacher assessment and certification standards must be 
re-thought in the light of the new
Secondary Teacher Training Schools and the need, in general, 
to think of new kinds of teacher
skills necessary in the future educational system.  
Competency-based approaches to teacher
development and assessment (as used in many western 
countries) might be worth exploring.  This
would imply a re-thinking of the complex curricula in the 
teacher training institutions (see Teachers
and Teacher Training section, below).

	-  In-service teacher education schemes will have to be 
developed at the municipal and
cantonal level. For instance, if the curriculum is to be 
simplified in the future, with more active
methods and other innovations introduced, teachers will have 
to be re-trained in-service, either
through teacherÕs centers or workshops or some kind of 
distance education or a combination of
approaches.

	- Systems of examinations and student assessment must be 
re-thought.  To what extent
should there be national examinations?  Canton, municipal and 
school examinations and
evaluations?  How will all of these forms of evaluation work 
together?  What is the role of the
national, cantonal and municipal authorities in all of this? 

	- Ways of judging the quality of individual schools and 
schools of each municipality and
canton must be rethought.  Quality is more than achievement 
on exams.  The extent to which each
school develops an active methodology, for instance, that 
encourages students to be creative and
innovative (essential elements in developing a market 
economy) might be part of quality
assessment. In addition, equity issues must be addressed, 
with those schools in poor cantons
receiving special attention.  Gender, religious and ethnic 
issues must also be addressed.

	- Ways of formalizing the relationships between the work 
of the Pedagogical Institutes, the
Universities, the Institutes of Education, the Secondary 
Teacher Training Academies and other
educational institutions and organizations in each community 
must be found.

	- Ways of integrating the interests of the business 
community and the parents into
educational decision-making must be found.  Perhaps each 
canton should have a working group
representing various community interests to discuss policy 
and planning issues and to make
recommendations to the legislature and administrators of the 
system.

	If such training were to take place elsewhere, with 
participants from the various cantons in
residency together for a period of months to dialogue among 
themselves while undertaking the
training, some understandings might be forthcoming that would 
be useful in restructuring the
cantonal and national systems upon their return.  If, at the 
same time, the training were part of a
programmatic project, with technical cooperation provided in 
a variety of educational development
areas, a focussed, long-term impact would be possible.  

3. Curriculum, methods and student evaluation:

	The Ministry has developed, through the Pedagogical 
Institute in Sarajevo, a detailed
curriculum revision and textbooks for the schools, most of 
which have now been printed and most
have now being distributed to the schools that are easily 
accessible. All of this work was done
during 1993 and 94.  The Pedagogical Institute wrote a very 
detailed three-volume curriculum
revision document that includes the curriculum plans 
(subjects and number of hours a week they
are to be taught at each level) and detailed programs (what 
is to be covered in each subject at each
grade level). Authors subsequently developed manuscripts 
following these plans and detailed
programs.  AuthorsÕ manuscripts were submitted to a 
competition and the winning manuscripts
were selected by evaluation committees that generally 
included three persons for each subject, one
from the Ministry, one expert, often from a university, and 
usually an experienced teacher. The
major change from the pre-war curriculum, we are told, is 
that there is much more emphasis on
Bosnian history, culture and language than in the earlier 
curricula.  

	These textbooks have been printed with help from the 
Soros Foundation, UNICEF, Danish
aid and others and have been distributed to schools in most 
areas controlled by the Bosnia-
Herzegovina military that are accessible by road.  Some 56 
texts are already available and two math
books for grades one and two are almost ready. Ten more will 
be printed by the end of 1994.
About 270 texts are expected to be completed by next August 
and 5-7 million copies will have been
printed.  Several tons of paper have been contributed by 
Denmark for textbook production. There
has been some criticism of the fact that the books were 
printed outside Bosnia; this was done,
according to the Ministry of Education, in order to get the 
best price and to move rapidly in an
emergency situation.  In the future, the texts will be 
printed in Bosnia in order to stimulate the
recovery of the printing industry in the country.

	The books seen by the mission (early reading and writing 
books) are attractive and well
done.  The BiH Government, with some assistance by UNICEF, is 
making special effort to be
sure that available books reach all schools that want them 
before the end of the year, including
schools in enclaves difficult to reach.  The schools in West 
Mostar, however, are using the
Croatian curriculum and books published for Croatian schools. 

	The number of texts completed or in the pipeline (some 
270 for the elementary and
secondary schools) is an illustration of the complexity of 
the curriculum.  Few such systems in
western countries require such large numbers of individual 
titles of books.  Few such systems, of
course, have as many different courses required in the 
various elementary and secondary schools.
Once emergency aid is no longer available, the very cost of 
so many titles will be difficult for the
system and/or the parents to support.

	We have been told that there is a system to loan the 
books to students and to use them for
two or more years before new editions are needed.  At the 
same time, we were told that in many
localities the books were simply being given to the children.  
If the latter is the case, there could be
a renewed shortage of texts as early as next year. 

	 The curriculum is traditional, with the first four 
years to be offered in elementary schools
with one teacher per class, each teacher offering all 
subjects.  From grades five through eight (the
final grade of elementary school), the instruction is by 
specialist teachers. At the secondary school
level, there is a grammar school with a traditional academic 
program meant for the top students
inclined to proceed to the university, plus vocational 
schools (for crafts and trades) and technical
schools (for skilled technicians).

	The curriculum is heavy with many subjects and is highly 
structured, with instructions on
what to cover  week by week and day by day (see Table 4, 
Primary School Curriculum Plan, and
Table 5, Grammar School (Secondary) Curriculum Plan, 
following the ANNEX at the end of this
document).  The schools are traditionally organized for 
lectures with limited opportunity for group
work, discussions or other methods in the required academic 
subjects. In one of the cantonal
pedagogical academies (teacher training institutions), 
methodology training was described as
instructing the teachers-in-training in how to give a good 
lecture.

	At the same time, other kinds of activities are 
suggested beyond and outside the traditional
academic subjects and the number of hours are prescribed for 
each.  For instance, the educational
structure of grammar schools (seeTable 5) are described as 
follows:

- regular instruction (teaching)
- optional instruction
- out of school activities (free activities)
- work with gifted and talented students (for primary school, 
this involves Òadditional coursesÓ;
there are also remedial courses in primary school) 
- work with the class
- cooperation with the family
- public and cultural activity

	REGULAR INSTRUCTION is the most organized aspect of 
educational work. It provides
broad and qualitative education within particular teaching 
subjects. Regular instruction is obligatory
for all students.

	OPTIONAL INSTRUCTION can be organized for religious 
classes, foreign languages,
economics, office machinery, agriculture, domestic science 
etc. The student is not obliged to attend
this instruction. If the student finishes it successfully, 
the mark will be put in the certificate, but if
the student fails, the information of attending the 
instruction will not be written down.

	OUT OF SCHOOL ACTIVITIES are realized through clubs, 
societies etc. This program
develops creativity but also relaxation of body and spirit. 
Through literary, theater, film, historical,
musical, folk, art, sport, technical and other societies, 
through plays, competitions, meetings,
visits, excursions, camping, performances and manifestations, 
the student acquires knowledge and
skills which regular instruction does not offer. Out of 
school activities are free both for the teacher
and the student. This program is established within the 
annual program of school work.

	COURSE INSTRUCTION is organized in block-days. 
Educational programs which are
not part of regular instruction are realized by this kind of 
instruction. According to school facilities
and interest of students, parents and founders, the school in 
its annual work program can plan
course instruction for swimming, skiing, playing on musical 
instruments etc.

	SPECIAL PROGRAMS are intended for gifted and talented 
students. Every year these
programs are complemented by new knowledge and adopted to 
students' needs. These programs
are established within annual program of school work as well.

	WORK WITH THE CLASS is the duty of the teacher who is 
responsible for a particular
class unit, as well as a duty of the students, according to 
annual program of school work.

	COOPERATION WITH THE FAMILY is realized through regular 
parental meetings,
public meetings of all parents of the school, individual 
contacts with parents or tutors in accordance
with established program of school work.

	PUBLIC AND CULTURAL ACTIVITY is realized through 
cultural-entertainment
performances, sport and other competitions, literary groups, 
exhibitions, celebrations of important
dates, voluntary work drives etc. in order to connect the 
school with the neighborhood, which
should be planned by the annual program of school work.

	All of these activities must be organized in the early 
part of the school year and they become
part of the annual plan of work. This suggests that there may 
be little opportunity for spontaneity in
the conduct of extra-curricular activities, but there is 
clear recognition of the need for such work as
part of the school program. 

	In the curriculum tables, language study is listed as 
Bosnian Language and Literature.  We
were informed in November, 1994, that the official policy 
will be to offer ÒBosnian, Croatian and
Serb language and literatureÓ in the schools, with each 
school choosing one or more of the three.
This regulation seems not to be reflected in the four volumes 
of curriculum outlines completed in
late 1993 and early 1994 and from which the outlines in the 
curriculum tables have been taken. The
multi-language policy appears to be further evidence of the 
attempts of the government of the BiH
to encourage different language groups to support the 
Federation.

	According to the primary school curriculum plan, 
students should not have more than 25
teaching hours of regular teaching per week, though 
additional activities might involve additional
time. The academic year is 38 weeks or 190 working days, but 
program content should be
completed within 36 teaching weeks or 180 teaching days. At 
the eighth grade (final year of
elementary school), the academic year is shorter by two 
weeks. 

	The two weeks beyond that needed for curriculum coverage 
is used for special programs
connected with national and religious holidays and for 
cultural and public school activities.

	In the kindergartens, primary and secondary schools of 
Bosnia, the Bosnian language is
used and in the Herzegovina schools, the Croatian language is 
the medium. Both are written in the
Latin script and are basically the same language, though some 
words and expressions may vary. 
For other ethnic groups, instruction can be held in languages 
of those ethnic groups. In the primary
and secondary schools, as a rule, a student chooses and 
studies one of the following foreign
languages: English, French, German, Russian, Arabic, Spanish, 
Turkish or Italian.

	Teaching activities involving the required curriculum 
take place during five working days
per week (Monday through Friday), while other activities can 
be carried out during working
Saturdays and during the summer and the winter break.

	Additional instruction is to be available primarily for 
gifted students to allow them to
progress faster through the system and to help them further 
develop their talents. In addition, if
school facilities permit and if the parents and children are 
interested, foreign language study can
begin from first to third grade and it can be structured as 
an optional subject from fourth to eighth
grade. Religious education lessons are optional as well.

	When organizing course instruction, practical work and 
exercises,the class may be divided
into two groups, except when there are less than 25 students 
in the class. For certain subjects,
practical work and laboratory exercises, the class should be 
divided into two groups.

	Each school is to develop an annual program of school 
work that will include other
activities and student requirements not included in the 
regular teaching procedure established by the
national curriculum plan.

	In addition to the general primary school curriculum, 
there is a primary school of music and
a primary school of ballet in Sarajevo.  Students at these 
schools can take the general primary
school curriculum in one school and the music or ballet 
specialization at the specialized school. 
Other cantons have similar specialized schools. 

	Student evaluation is done exclusively by the classroom 
teacher.  As yet, there is no plan
for a national assessment from time to time in order to 
compare the relative achievement of regions
and schools.  Some informants have indicated that performance 
during the past year in the schools
of Sarajevo was poor.  This would be understandable, if, 
indeed, it is the case.  Most schools were
just beginning to operate on a more or less uninterrupted 
schedule, few textbooks were available
(and the new textbooks prepared last year were not yet 
available), there was a shortage of teachers
and many teachers, students and parents had been severely 
traumatized by the war.

	At the secondary level (grades nine through twelve), the 
heavy curriculum with many
subjects continues.  At this level, the curriculum is made 
more complex by the provision of
separate curricula for general, specialized and vocational 
secondary schools. Tables 5 through 9,
below, show the curriculum for the general secondary school, 
the philological grammar school, the
natural science-mathematics secondary school, the 
mathematics-informatics (computer science)
secondary school, and the secondary sports school.  These 
schools suggest that young people at
grade eight must choose their careers and enter (or try for 
entry) to a specialized secondary school
that offers no alternatives for students after grade eight.  
Such a system would seem to be out of
step with the more flexible comprehensive secondary schools 
that are increasingly the rule in
western countries.

	Clearly, this curriculum reflects a traditional concern 
in the region for highly academic
programs with many subjects.  The program for the secondary 
teacher training school for
kindergarten teachers is equally as complex as illustrated by 
Table 11. It is not clear if the
authorities have calculated the cost of establishing these 
schools nor is it clear whether they have
examined alternatives to such a complex and subject-oriented 
curriculum. 

	Further, such schools raise the question of relevance to 
the population of the country when
peace finally breaks out in the future.  Many parts of 
Bosnia-Herzegovina are rural and
agricultural. The emphasis on highly academic and specialized 
secondary schools that have little
relevance to many sectors of the economy perhaps should be 
re-examined.

	Finally, the cost, both in human and physical resources, 
of such a rigid specialized school
structure must be examined by financial and economic 
planners.  To suggest that the educational
system be based on such a structure without examining the 
short and long-term costs is simply
postponing serious trouble.

	The secondary vocational and technical schools follow 
the same over-specialized tradition.
The currculum includes many vocations that are patterned 
after the many specializations offered in
the pre-war socialist system when graduates were prepared for 
state industries that were committed
to hire them.  Tables 12 and 13 list the many specializations 
in the plan for the secondary
vocational and technical schools.  At some point in the very 
near future, those responsible for these
schools should be encouraged to examine the cost of running 
such schools and the possibility of
combining some specializations into more general skills 
packages that are useful in a variety of
occupations. Further, in a market economy, craftsmen and 
skilled technicians often create their
own service shops and small businesses and the skills 
necessary for such entrepreneurial activity
probably should be integrated into the curriculum of these 
schools. A major revision of the entire
vocational/technical education structure will be needed in 
the very near future.

4. Teachers and teacher training

	The numbers of teachers available in the system have 
dropped dramatically since the war
(see Tables 1 and 2, above).  Many teachers have migrated and 
others are in areas not controlled by
the RBiH government.  Although figures are not available, 
interviews with educators in Sarajevo
and several of the cantons suggest that a number of less than 
qualified teachers are being used at all
levels of the system. For instance, we were told in the 
Zenica region that only 10 percent of the
teachers in Novi Tratnik were qualified.

	Primary teachers (kindergarten through fourth grade) 
were traditionally prepared in two-
year post-secondary Pedagogical Academies. The government, 
however, has recently decreed that
Secondary Teacher Training Schools be established in order to 
begin producing additional primary
school teachers (for grades 1 through 4) rapidly.  These are 
similar to such secondary schools that
existed many years ago and many feel that it is a step 
backwards to re-establish them again.  These
are secondary schools that take elementary school (grade 
eight graduates) and give them a four-
year program to prepare them to teach all subjects given in 
the first four grades.  Students in each
grade stay together at this level and one teacher handles all 
subjects. Most cantons seem to have
opened such schools in the fall of 1994.  Table 10 shows the 
approved curriculum of these
schools.

 		At the more advanced levels of elementary school 
(grades five through eight), individual
teachers handle subject specializations and move from class 
to class.  These specialist teachers
traditionally have been prepared in two-year pedagogical 
academies but will now be prepared in
expanded four-year programs in the Educational Academies as 
well. In fact, the plan seems to be
for these Academies to become Pedagogical Faculties of 
existing universities.  The Academy at
Tuzla just this past September (1994) has become the Faculty 
of Philosophy of the University of
Tuzla.  No philosophy is taught in the new faculty and one of 
the vice-deans opined that perhaps
the faculty should be called ÒeducationÓ rather than 
Òphilosophy.Ó

	There is currently no formal teacher certification other 
than certification by virtue of holding
a certificate of completion from an Education Academy, a 
university or one of the new secondary
teacher training schools.  Teachers without such certificates 
may teach as emergency teachers under
the supervision of a university professor.  Apparently, when 
teachers begin again to receive proper
salaries, there will be a pay scale for graduates of the new 
secondary teacher training schools, a
higher scale for Pedagogical Academy two-year graduates, and 
a still higher scale for university
graduates and graduates of four-year Pedagogical Academy 
graduates.  Those in lower categories
will probably be able to do part-time additional courses to 
move up the pay scale.  How this will
work is not at all clear. Certainly, there should be a system 
established to permit unqualified
teachers who have staffed schools throughout the war to 
upgrade their skills and to receive full
teacher qualification.

	Although the Pedagogical Institute at the national level 
and similar institutes in the cantons
(including one for the municipality of Sarajevo in addition 
to the national institute in Sarajevo) have
a responsibility to supervise and advise teachers concerning 
their teaching methodology, there is no
system for evaluating teacher performance and no plan for 
continuous in-service teacher education.
A school inspection service exists under the federal Ministry 
of Education and in most of the
canton, but at the federal level it consists only of a chief 
inspector and one other inspector and in
the cantons usually one or two inspectors. These function 
more as auditors of schools rather than
as professional advisors or counsellors. It would appear that 
some further thinking on teacher
assessment and in-service training needs would be 
appropriate, as well as a re-examination of
possible alternatives to the current inspection system.

	There appears to be no thought of teachersÕ centers that 
would provide a place for teachers
to meet and discuss their work among themselves.  Such 
centers, in one form or another, are
increasingly popular in western countries, but local interest 
seems to be in the more traditional
pedagogical institutes where wise men and women dispense 
wisdom in formal training courses.

	There would seem to be ample room for programs and 
projects that would encourage
innovation in teacher education, both pre-service and in-
service.

5. Adult and non-formal education

	The mission did not encounter a highly developed sense 
of the importance of adult, non-
formal and continuing education among the officials and 
educators interviewed.  There are, of
course, a number of training courses offered by NGOÕs and 
various inter-governmental
organizations involved in the emergency effort. Some 
officials spoke of the need for in-service
teacher education.  Others spoke of the need for various 
kinds of extension activities, similar to
agricultural extension and rural education programs in many 
countries.  Others were interested in
distance education programs, either by radio or by 
correspondence education packages.

	Radio Zid Sarajevo has embarked on a youth radio program 
with UNICEF assistance.  The
program has attracted much enthusiasm among young people in 
Sarajevo.  The radio station is
interested in expanding its work into distance education 
approaches.  Other may also be interested
in furthering distance education.

	As normalcy becomes the norm in the country, attention 
undoubtedly will focus on the
retraining of those displaced or injured during the 
hostilities.  UNESCO has assisted numerous
countries in the establishment of non-formal and adult 
education programs to rehabilitate and re-
train handicapped persons in useful and employable skills.  
UNESCO has also advised on
programs to re-train and rehabilitate rural and urban 
populations that have been displaced during
conflicts. The possibility of encouraging such programs 
should be examined with some urgency in
BiH.

	Future sector analysis work should include an analysis 
of current programs in adult and
non-formal education and possible roles for such activity 
within the over-all educational
development plan.

6. Educational research and development and management 
information systems 

	Educational research and development appears to be the 
responsibility of the Pedagogical
Institutes in BiH.  There is a national Pedagogical Institute 
in Sarajevo that generated the very
detailed new curriculum, introduced in 1994. It  supervised 
the selection of manuscripts that will
become textbooks and the printing and publication of these 
texts. The Institute also has units that
deal with the design of school buildings, the study of 
educational administration,  the provision of
scholarships, and the in-service training of teachers.  

	Cantons generally have their own pedagogical institutes 
that perform somewhat similar
functions.  All, however, have limited resources and have 
lost much of their staff during the war.
The Director of the national Institute in Sarajevo indicated 
that they lost 90% of their staff.

	A most useful project in the future would be to 
encourage the national institute and the
cantonal institutes to map out a research policy and plan for 
the future.  What are the kinds of
educational issues that need action and survey research in 
order to provide information for
decision-making?  Which institutes might concentrate on what 
issues?  How can information be
shared between and among the institutes?  How can the 
educational research and information
services of BiH link with world systems?  The ERIC system in 
the United States, for instance, is
available on CDROM and can be available in BiH for the cost 
of a subscription to the disks. 
UNESCO and the International Bureau of Education provide 
various information services on 
CDROM, as well.  In addition, of course, to accessing 
worldwide information resources, BiH
should be feeding its information into the world systems.  

	For the immediate future, educational research and 
information systems in BiH should
concentrate on information for decision-making as the 
education system rebuilds and changes to
meet the imperatives of the future.  Accordingly, there 
should be close coordination between the
Ministries of Education in Sarajevo and the various cantons 
and the Pedagogical Institutes in order
to establish a research agenda related to future decisions 
that must be made.

	At the same time, each Ministry should set up a 
management information system that can
provide policy-makers and decision-makers with information 
useful in decision-making. 
UNESCO, for instance, has developed a simulation model for 
assessing the cost and effect of
various possible alternatives as educational decisions are 
being made. This has been used by the
Bangkok regional office of UNESCO in small nations in 
Southeast Asia.  USAID, through various
American universities, has funded the development of 
management information systems in many
countries in Africa and Asia (including both large countries 
such as Indonesia and smaller ones
such as Botswana and Angola).  

First steps toward a systematic approach to rational 
educational development,
innovation and reform

	As can be seen in earlier sections of this sector 
review, the educational system in Bosnia-
Herzegovina is still in a crisis stage and the rebuilding of 
schools, the supply of teachers and
textbooks and the provision of teaching and other school 
supplies remains urgent.  At the same
time, the governments of the various cantons and the 
embryonic Federation of Bosnia-Herzegovina
are making progress in discussing long-term policy and 
cooperation.

	Many professionals in various aspects of education have 
left the country and the rebuilding
of the human resource base necessary to plan, develop and 
manage the future system would seem
to be of high priority.  We would suggest that teams of 
ministry of education officials from the
various cantons be sent abroad for in-service training in 
educational policy planning, management,
curriculum innovation and development, strategies of teacher 
assessment and training, achievement
assessment, etc.  Many universities abroad offer short-term 
training courses for specialists from
other countries (the University of Pittsburgh is one); 
UNESCOÕs International Institute for
Educational Planning offers outstanding short-term courses in 
policy and planning; many bilateral
programs offer fellowships for short and long-term training 
in the educational institutions of their
countries. In addition, some donor programs provide study 
tours so that officials and educators
can visit like institutions and programs in other countries 
to see how education is planned,
managed and financed in other countries, and to see the 
various curriculum options that are being
pursued.

	Of special importance is to develop specialists in the 
country who are aware of educational
trends in other countries. The future system of education in 
BiH must draw on the latest
innovations elsewhere and must develop human resources that 
are competitive in a world economic
system. This means that the education system must be re-
thought in terms of what kinds of skills,
knowledge, attitudes and ways of thinking are appropriate for 
a competitive world environment. 
Methods and content of education must create entrepreneurs 
who can create jobs; specialists who
can move from industry to industry, learning along the way; 
citizens who have learned how to
learn rather than those who get certificates only to obtain a 
job.

	This current paper is a brief sector review based on a 
two-person mission for a period of
several weeks.  In the very near future, the government 
should consider working
with funding agencies to plan a major sector analysis that 
would provide greater
detail as to what is needed in the future, what the options 
might be for moving the
system toward normality, and further detail on the kinds of 
technical cooperation
needed to help the government build an effective, cost-
efficient, relevant system.  

	In the meantime, the following section outlines some 
projects that the government may
wish to discuss with multi-lateral and bilateral donors.  
This list is not at all extensive, but is meant
to be suggestive.  It is based on ideas and suggestions 
collected by the mission during its work in
the country.

Possible technical cooperation projects

	The following ideas are presented in programmatic 
fashion, with the idea of introducing
continuity in each area.  At the same time, however, 
individual experts or exchanges in any of the
areas would help in stimulating thinking and in providing 
training for trainers in the several areas.

1. A Policy, planning, management and management information 
systems project. 

	This might involve experts to work with the Ministries 
of Education in the various cantons
and in the Federation headquarters.  The project would 
include participant training abroad and
expert advice and training within BiH. The project might be 
done through a foreign university with
experience in international and development education.  

	If done through a cooperating foreign university, the 
project might involve graduate
(doctoral) students from the foreign university who would 
work with Ministry of Education
authorities in each canton and with Federation authorities.  
Teams in each canton would do
comparable planning exercises and set up comparable 
management information systems. The
project would be jointly supervised by high-level faculty 
members from the cooperating foreign
university along with specialists from the Ministries of 
Education in the Federation and the
cantons.

2. A curriculum and textbook planning, innovation and 
development project. 

	A remarkable task is underway to provide textbooks in 
270 subjects for the Federation
schools. These, however, follow closely the format of the 
curriculum before the war (though
social science content has been modified).  Other formerly 
socialist European countries have made
major changes in their teaching content and methods over the 
past several years and major changes
are still underway. New curricular approaches in other 
regions also may have something to offer
the Federation.  

	A major project to provide for curriculum, methods and 
textbook planning experts and to
send participants abroad for various periods of training 
should be considered. The various
pedagogical institutes in the country would be involved in 
this effort as this is where most of the
curriculum and methods work is being done.  

	In addition, however, the cost implications of various 
approaches to textbook production
and distribution must be considered. A study of textbook 
options for the future should be a part of
this project.  Of the moment, some 270 texts are being 
produced for the primary and secondary
school.  From both a curriculum and textbook cost  
perspective, it would seem imperative to look
at other curricular options.  From the point of view of a 
relevant education for a post-war BiH,
innovations should also be sought.

	Finally, series of workshops and seminars on curriculum 
aims and goals (including
attitudes, skills and knowledge considered appropriate for 
the future) might be held to clearly
define the citizens of the future that the education system 
should be creating. Part of these
workshops would deal with the methods necessary to develop 
attitudes and values considered so
important by most teachers and educator with whom we spoke.

3. A student assessment and examination development project

	As the system progresses, there will be a need for a 
standardized examination system to
provide authorities with information on how the entire system 
is progressing in terms of
achievement.  The current system of relying on teacher 
evaluations is fine, but there should be a
system whereby comparative data can be collected from time to 
time to assist authorities in seeing if
there are achievement problems between and among ethnic 
groups, geographic regions, or
individual schools.  A project with the national Pedagogical 
Academy in Sarajevo and a foreign
institution experienced in student assessment procedures 
might involve expert assistance and
participant training.

4. A teacher education planning, innovation and development 
project

	As noted in the body of the report, there is a major 
effort to create new teacher training
institutions in BiH and to expand existing institutions.  The 
curriculum and program of these
institutions is very traditional and does not reflect western 
trends in teacher preparation. Further,
the programs do not as yet include well-structured in-service 
efforts that will be needed in the
future.

	One or several local pedagogical faculties in BiH may 
wish to team with one or more
foreign pedagogical or education faculties to explore new 
options.  This would involve exchange
of faculty members, the development of new teacher training 
curriculum and methodology, and
participant training so as to develop additional specialists 
for the teacher training institutions in the
country. New approaches to assessing teacher competency might 
also be explored, along with new
ways of offering in-service training and certification at 
various levels, kindergarten through
secondary levels.

	A related project might involve experts to work with 
several of the secondary teacher
training schools and participant training abroad for key 
faculty members of these institutions.

5. A technical and vocational education innovation and 
planning project.

	The specialized kinds of vocational and technical 
education done in the past may not be
appropriate for the future needs of the country. As can be 
seen from the curriculum tables dealing
with technical and vocational education, the system is 
designed to prepare workers for industries in
the former socialist  command economy.  In addition, such 
schools are expensive and require
careful planning and administration to be effective. 

	A major project might well be to ask a country or 
international agencies such as UNESCO
and ILO to mount a major effort to plan and help develop 
innovations in vocational and technical
education.  The population of the new BiH will be different 
than before the war and the economic
structure will likely develop somewhat differently than 
before the war.  The vocational/technical
system will be at the heart of developing innovative, 
flexible manpower that can help develop the
new economy.  The country must borrow from the latest trends 
in this field worldwide as it
develops its new educational system.

6. A university planning, development and administration 
project.

	The universities of the country are expanding their 
programs rapidly without a clear notion
of how much these will cost, what the long-term demand might 
be, and without clear notions of
how to develop and manage universities most efficiently.  In 
addition, new curriculum approaches
to meet the demands of a post-war market economy have not 
been examined in detail.

	The post-war university system can not count on full 
support from the Federation. 
Universities must find ways of supporting themselves through 
user fees, research contracts and
other efforts.  All of this requires highly trained 
administrators in individual universities and
probably will require new approaches to inter-university 
planning and administration. It will also
require new mechanisms for inter-university planning through 
university councils and
associations.

	In the future, the question of private universities will 
likely arise.  The implications of
encouraging private universities need to be studied.  
Questions of accreditation, financial
accountability, etc., need to be examined. 

	We suggest a major project in university planning, 
development and administration,
perhaps with a consortium of foreign universities that could 
provide faculty and administrator
exchanges and in-service training, both abroad and in BiH. 
UNESCOÕs UNITWIN program can
help by twinning foreign universities with local 
universities.  Bilateral efforts through the British
Council, USIS, USAID, DANIDA, SIDA, etc., should examine 
possibilities with individual 
universities or consortia of universities abroad that might 
take a special interest in BiH.

	UNESCO has a representative and a higher education 
specialist in Sarajevo. UNESCO
recently has suggested a series of activities including:

	- repair and construction of university buildings
	- research grants
	- provision of office and laboratory materials
	- provision of books, textbooks and journals
	- provision of visiting professor
	- provision of sholarships
	- provision of access to international electronic 
networks (internet, etc.)

	Donors are encouraged to work through UNESCO funds-in-
trust programs to implement
these and other UNESCO-related higher education activities.

7. A non-formal and adult education project to deal with 
handicapped and
displaced citizens and with in-service training for the new 
post-war economy

	Large numbers of young people and adults will have to be 
re-trained because of dislocation,
physical handicaps and trauma.  Although small efforts 
sponsored by UNICEF, NGOÕs and others
have dealt with some of these short-term issues, a longer 
term plan of action is needed. UNESCO
has expressed interest in such efforts and may be able to 
take the leadership in planning such a
program.

	Problems of re-training teachers, workers, specialists, 
businessmen and others for the new
post-war economy and society will also require extension 
programs, distance education efforts and
new kinds of on-the-job training efforts.  With 
decentralization policies at work in the cantons,
new kinds of community centers, youth groups and clubs will 
probably need encouragement. 
NGOÕs should be encouraged to help create such community-
directed programs. In addition,
agencies and NGOÕs might be invited to help develop distance 
education efforts in Sarajevo and the
various cantons.

	Most countries have equivalence degrees that can be 
acquired through some kind of non-
formal study and distance education. A project to study such 
approaches might be appropriate in
BiH.

8. A project to develop possible options for the 
privatization of education.

	Most formerly socialist countries have moved in the 
direction of permitting or even
encouraging private schools and universities.  Some have done 
so without careful consideration of
the implications of privatization.  A system for assuring 
quality of private institutions
(accreditation) must be developed.  The long-term impact of 
privatization on the finance of public
education must be studied.  Legislation regulating private 
education must be passed, assuring some
financial and quality accountability, must be developed.  All 
of this needs careful study and
analysis if pitfalls are to be avoided.

	Religious communities have already begun systems of 
education in BiH.  These efforts
must be integrated into the total system.  Private non-
religious schools and even universities will
develop in the future and planning for these events should 
take place earlier rather than later. 

9. A project to develop libraries for university faculties in 
BiH.

	An urgent need is felt by most university faculties 
(including but not limited to pedagogical
faculties) for current, up-to-date scientific and education 
materials.  Agencies that provide books
and periodicals should consider organizing several well-
selected collections of a broad range of
education-related materials for deposit in the post-secondary 
institutions and universities (including
education and teacher training faculties of the various 
cantons).  In addition, gifts of subscriptions
to education periodicals in various languages would be most 
appreciated.

	In the Education area, turnkey pedagogical libraries 
might include sections on policy,
planning and administration; pedagogy in various disciplines 
(math, science, social studies, etc.);
educational technology, including computers in education; 
curriculum planning; etc.

	Book translation programs should consider the selection 
of key education materials in other
languages to be translated into local languages for possible 
use in the education faculties at both
universities and teacher training schools. In addition, 
because of the difficulty of transporting book
materials in several areas of BiH (including Sarajevo), the 
possibility of sending material on disk
and/or CDrom should be considered.

10. A radio education project, with listening groups in the 
several cantons

	As reconstruction progresses, there will be need for 
increased participation of the cantons in
dialogue about development issues.  There are already 
embryonic radio education schemes in BiH
and these should be built upon and expanded. 
11. A 	school design project to examine ways of building 
efficient schools that
enhance teaching and learning.

	Schools in the former Yugoslavia were designed for a 
formal lecture methodology with
inflexible space, immovable desks and few resources for 
innovative teaching approaches.  In
addition, many were inefficient from the point of view of 
heating and maintenance, with high
ceilings, monumental hallways and public spaces, and 
otherwise wasted space.  Many of these
inefficient and inflexible schools are being rebuilt in the 
earlier style.  While this may be necessary
in the short term to provide immediate schooling for young 
people, it is urgent that new kinds of
efficient and flexible school buildings be designed for the 
medium and long-term future.  A project
to look at these issues, in conjunction with educational 
planning and  curriculum reform projects
(see items 1 and 2, above), is urgently needed. 

ANNEX - List of key interviews
(In addition to those listed below, numerous UNICEF officials 
in the Zagreb,
Split, Sarajevo, Mostar, Zenica and Tuzla offices of UNICEF 
provided not only
invaluable information but essential logistical help)

Zagreb and Split

17.10.1994-	-	Briefing at UNICEF and USAID offices in 
Zagreb and at the UNICEF 
18.10.1994		offices in Split

Sarajevo

20.10.1994.	-	meeting with the Minister at Large of 
Finance - Nedeljko Despotovic
10:30hrs.		phone:  663-780

21.10.1994.	- 	meeting with the minister of the Ministry 
for Education, Science,    
10:00hrs.      		Culture and Sport - Enes Karic, the 
secretary of the Ministry -
				Srebren Dizdar, the adviser for culture 
department - Mr. Aksamija and
				the adviser for publishing - Mr. 
Grahovac.                        
          				phone:  663-691

21.10.1994.	-	meeting with the director of the 
Pedagogical Institute of R B&H -
14:00hrs		Azra Jaganjac.
           				phone:  471-767
  
21.10.1994.	-	meeting with the president of the RADIO 
ZID - Zdravko Grebo and
16:00hrs		with Rade Jevtic.
				phone:  470-854; 443-770; 443-771

22.10.1994.	-	meeting with the secretary of the 
Ministry for Education - Srebren
10:00hrs		Dizdar and the assistant for education - Safet 
Smajkic. Numerous other
				informal meetings were held with 
Secretary Dizdar later in the mission.

Mostar

24.10.1994.	-	meeting with the representative of east 
Mostar in EU group for
9:00hrs		education, science, culture and sport - Esad 
Bubic and with the
				secretary of the Secretariat for Social 
Services in municipality Mostar -
				Nijaz Slipicevic.

24.10.1994.	-	meeting with the deputy of the minister 
of the Ministry for Education
			in 				west Mostar - Mr. 
Palameta and the assistant of the
minister - 				Marica Bukvic.

24.10.1994.	-	meeting with the Head of Education and 
Culture Department in EU -
				Bachmann Helmut.

25.10.1994.	-	meeting with the dean of the Pedagogocal 
Academy in west Mostar -
				Josip Skutor.

Zenica

26.10.1994.	-	meeting with  people in charge of 
educational system in Zenica
10:00hrs		district: Mehmed Basic - from Secretariat for 
Public Activities,
				Muhamed Arnaut - director of Pedagogical 
Academy in Zenica, Nihad
				Suljevic - deputy of director of 
Pedagogical Academy in Zenica, Mithat
				Hadzic - secretary for Pablic Activities 
( Travnik district), Emina
				Alibegovic - professional adviser for 
education (Travnik
				district), Mensura Alibegovic - secretary 
for education, Visoko.

Tuzla

28.10.1994.	-	meeting with the director of the 
Pedagogical Institute in Tuzla -
10:00hrs		Ahmed Colic, the head of the department for 
secondary schools -
				Abdulah Hodzic and the head of the 
department for primary schools -
				Mugdim Cardzic.

28.10.1994.	-	meeting with the deputy of the dean of 
the Pedagogical Academy
11:30hrs		(Faculty of Philosophy) in Tuzla - Bahrudin 
Hadzihalilovic.

28.10.1994.	-	meeting with the professional adviser for 
finance within the Ministry
13:00hrs		for Science, Culture, Sport and Information - 
Fatima Murathodzic.
				(the minister is Enver Halilovic)  

Sarajevo

30.10.1994	-	meeting with Minister Muratovic, in 
charge of International Organization
16:00hrs		Affairs

1.11.94	- 	meeting with William Eagleton, Special UN 
Coordinator for Sarajevo 	
15:00hrs		and John Fawcett, UNPROFOR coordinator of 
infrastructure
				development
				Phone: 387-71-445205 or 385-41-190011
				FAX: 7239 or 7616

2.11.94	- 	meeting with U.S. Embassy personnel, including 
Scott Thompson,
16:00hrs		Deputy Chief of Mission, John Menzies, and 
Yolanda Robinson, USIS.
				Phone: 659-969; FAX: 659-992. (Also met 
with Ms. Robinson on
				November 3 at 3:30 PM)

3.11.94	- 	meeting with Peter Higginson, Director of 
Emergency Programs,
				Education Sector, UNESCO, Paris (in 
Sarajevo for the national
				conference)

4.11.94		National conference on educational policy, 
Sarajevo.
5.11.94
all day

Zagreb

7.11.94		Debriefing, Tom McDermott, UNICEF Special 
Representative for the
				region, and UNICEF staff, Zagreb

Paris

9.11.94-
12.11.94		Debriefing at UNESCO in Paris.


Table 4 - Primary School Curriculum Plan (1994)
Ministry of Education, Science, Culture and Sports, Sarajevo
(Regular Teaching=hours per week; course instruction and 
other activities, hours
per school year)
_____________________________________________________________
__________
								GRADES

I - REGULAR TEACHING PROCEDURE

					I	II	III	IV	V	VI	VII
	VIII 

1. Bosnian language		6	6	6	5	5	4	4
	4
  and literature 
2. Foreign language		-	-	-	2	3	3	2
	2
3. Mathematics			5	5	5	5	4	4	4
	4
4. Nature and social studies	2	2	3	-	-	-
	-	-
5. Music education		1	1	1	2	2	1	1
	1
6. Art					2	2	2	2	2	1
	1	1
7. Physical and health		2	2	2	2	2	2
	2	2
  education
8. Nature			-	-	-	2	-	-	-	-
9. Society			-	-	-	1	-	-	-
	-
10. Biology			-	-	-	-	2	2	2
	2
11.History			-	-	-	-	1	2	2
	2
12. Geography			-	-	-	-	1	2	2
	2
13. Physics			-	-	-	-	-	1	2
	2
14. Chemistry			-	-	-	-	-	-	2
	2
_____________________________________________________________
____________
		TOTAL			18	18	19	21	22	22
	24	24
_____________________________________________________________
_____________

II - COURSE INSTRUCTION (Courses requiring flexible time and 
resources; hours per year) 

					I	II	III	IV	V	VI	VII
	VIII 

15. Domestic science					36	36
16. Informatics							36	36
17. Technical education						36	36
	34
18. Bases of civil defence						
		34
_____________________________________________________________
____________


III - OTHER EDUCATIONAL ACTIVITIES (hours per year)
 
					I	II	III	IV	V	VI	VII
	VIII 

1. Work in the class		 36	 36	 36	 36	 36	 36	 
36	 34
(special class activities)
2. Free activities,		 	72	 72	 72	 72	 72	 72	 
72	 68
  social and cultural
  activity
3. Additional instruction					 72	 72	 72	 
68
(for the talented)
4. Remedial courses		 72	 72	 72	 72	 72	 72	 72	 
68
5. Optional instruction		108	108	108	108	108	108
	108	102
(possible local options)
_____________________________________________________________
____________
Table adapted from approved curriculum issued by the Ministry 
of Education, Science, Culture and Sports for
1994/95 academic year, Editor: R B&H, Ministry for Education, 
Science, Culture and Sports, Pedagogical Institute,
Printing: DD "Dom Stampe" Zenica

Table 5 - Curriculum for the General Secondary School
_____________________________________________________________
______________
I - LANGUAGE SPHERE			I	II	III	IV	TOTAL
	%
_____________________________________________________________
____________ 
1. Bosnian language and 
	literature				4	4	4	4	16
2. The first foreign 
	language				3	3	3	3	12
3. The second foreign
	language				2	2	2	2	 8
4. Latin					2	2	-	-	 4
_____________________________________________________________
____________
							11	11	9	9	40
		32,5
_____________________________________________________________
____________
II NATURAL - MATHEMATICAL SPHERE
							I	II	III	IV
	TOTAL	%
_____________________________________________________________
____________
5. Mathematics				4	4	4	4	16
6. Physics					2	2	3	2	 9
7. Chemistry					2	2	2	2	 8
8. Biology					2	2	2	2	 8
9. Informatics (Computer Science)		1	1	1	-	 
3
_____________________________________________________________
____________
							11	11	12	10	44
		32,8
_____________________________________________________________
____________
III SOCIAL SPHERE				I	II	III	IV
	TOTAL	%
_____________________________________________________________
____________
10. History					2	2	2	2	 8
11. Geography				2	2	2	2	 8
12. Philosophy and Logic			-	-	2	2	 4
13. Psychology				-	-	1	-	 1
14. Sociology					-	-	-	2	 2
15. Military training				-	2	2	-	 
4				
_____________________________________________________________
____________
							4	6	9	8	27
		21,9
_____________________________________________________________
______________
IV CULTURE, PHYSICAL AND HEALTH EDUCATION
							I	II	III	IV
	TOTAL	%
_____________________________________________________________
____________
16. Art culture					2	-	-	-	 
2
17. Music culture				-	2	-	-	 2
18. Physical and health education		2	2	2	2	 
8
_____________________________________________________________
____________
							4	4	2	2	12
		9,8
_____________________________________________________________
____________
	TOTAL:				30	32	32	29	123	
	100
_____________________________________________________________
____________

V OTHER EDUCATIONAL ACTIVITIES	I	II	III	IV	TOTAL
	%
_____________________________________________________________
___________
1. Optional instruction				2	2	2	2
2. Course instruction				according to special 
plan
3. Free activities (out of teaching		2	2	2	2
			procedure)
4. Educational work with the class		1	1	1	1	
5. Work with parents				according to special 
plan
6. Public and cultural activity			according to 
annual programme of the school
_____________________________________________________________
____________
Table adapted from approved curriculum issued by the Ministry 
of Education, Science, Culture and Sports for 1994/95
academic year, Editor: R B&H, Ministry for Education, 
Science, Culture and Sports, Pedagogical Institute, Printing:
DD "Dom Stampe" Zenica

Table 6 - Curriculum for the Philological Grammar School
_____________________________________________________________
____________
I LANGUAGE SPHERE			I	II	II	IV	TOTAL
	%
_____________________________________________________________
____________
1. Bosnian language and literature		4	4	4	6
	17
2. The first foreign language			3	3	4	4
	14
3. The second foreign language		2	2	3	3	10
4. The third foreign language			2	2	2	2	 
8
5. Latin					2	2	-	-	 4
_____________________________________________________________
_____________
							13	13	13	15	54
		44,6
_____________________________________________________________
____________
II NATURAL - MATHEMATICAL SPHERE
							I	II	III	IV
	TOTAL	%
_____________________________________________________________
____________
6. Mathematics				3	3	2	2	10
7. Physics					2	2	2	-	 6
8. Chemistry					2	2	2	-	 6
9. Biology					2	2	2	2	 8
10. Informatics (Computer Science)		-	-	1	1	 
2
_____________________________________________________________
____________									
						
							9	9	9	3	30
		24,8
_____________________________________________________________
____________
III SOCIAL SPHERE				I	II	III	IV
	TOTAL	%
_____________________________________________________________
_____________
11. History					2	2	2	2	 8
12. Geography				2	2	2	-	 6
13. Philosophy with Logic			-	-	2	2	 4
14. Psychology				-	-	-	1	 1
15. Sociology					-	-	-	2	 2
16. Military training				-	2	2	-	 
4
_____________________________________________________________
______________
							4	6	8	7	25
		20,7
_____________________________________________________________
______________
IV CULTURE, PHYSICAL AND HEALTH EDUCATION
							I	II	III	IV
	TOTAL	%
_____________________________________________________________
______________
17. Art culture					2	-	-	-	 
2
18. Music culture				-	2	-	-	 2
19. Physical and health education		2	2	2	2	 
8
_____________________________________________________________
____________
							4	4	2	2	12
		9,9
_____________________________________________________________
____________
	TOTAL:				30	32	32	27	121	
	100
_____________________________________________________________
____________
V OTHER EDUCATIONAL ACTIVITIES
							I	II	III	IV
	TOTAL	%
_____________________________________________________________
____________
1. Optional instruction				2	2	2	2
2. Course instruction				according to special 
plan
3. Free activities (out of teaching
			procedure)			2	2	2	2
4. Educational work with the class		1	1	1	1
5. Work with parents				according to special 
plan
6. Public and cultural activity			according to 
annual programme of the school
_____________________________________________________________
____________
Table adapted from approved curriculum issued by the Ministry 
of Education, Science, Culture and Sports for 1994/95
academic year, Editor: R B&H, Ministry for Education, 
Science, Culture and Sports, Pedagogical Institute, Printing:
DD "Dom Stampe" Zenica

Table 7 - Curriculum for the Natural Science - Mathematical 
Secondary School
_____________________________________________________________
____________
I LANGUAGE SPHERE			I 	II	III	IV	TOTAL
	%
_____________________________________________________________
____________
1. Bosnian language and literature		3	3	3	3
	12
2. The first foreign language			3	3	2	2
	10
3. The second foreign language		2	2	2	2	 8
4. Latin					2	2	-	-	 4
_____________________________________________________________
____________
							10	10	7	7	34
		28
_____________________________________________________________
____________
II NATURAL - MATHEMATICAL SPHERE
							I	II	III	IV
	TOTAL	%
_____________________________________________________________
____________
5. Mathematics				4	4	5	5	18
6. Physics					3	3	3	3	12
7. Chemistry					2	2	3	3	10
8. Biology					2	2	3	3	10
9. Informatics (Computer Science)		1	1	1	1	 
4
_____________________________________________________________
____________							12	12	15
	15	54		45
_____________________________________________________________
____________
III SOCIAL SPHERE				I	II	III	IV
	TOTAL	%
_____________________________________________________________
____________
10. History					2	2	-	-	 4
11. Geography				2	2	2	-	 6
12. Philosophy and Logic			-	-	2	2	 4
13. Psychology				-	-	-	1	 1
14. Sociology					-	-	2	-	 2
15. Military training				-	2	2	-	 
4
_____________________________________________________________
____________							4	6	8
	3	21		17,3
_____________________________________________________________
____________
IV CULTURE, PHYSICAL AND HEALTH EDUCATION
							I	II	III	IV
	TOTAL	%
_____________________________________________________________
____________
16. Art culture					2	-	-	-	 
2
17. Music culture				-	2	-	-	 2
18. Physical and health education		2	2	2	2	 
8
_____________________________________________________________
______________
							4	4	2	2	12
		9,7
_____________________________________________________________
____________
	TOTAL:				30	32	32	27	121	
	100
_____________________________________________________________
______________

V OTHER EDUCATIONAL ACTIVITIES	I	II	III	IV	TOTAL
	%
_____________________________________________________________
____________
1. Optional instruction				2	2	2	2
2. Course instruction				according to special 
plan
3. Free activities (out of teaching
			procedure)			2	2	2	2
4. Educational with the class			1	1	1	1
5. Work with parents				according to special 
plan
6. Public and cultural activity			according to 
annual plan of the school
_____________________________________________________________
____________
Table adapted from approved curriculum issued by the Ministry 
of Education, Science, Culture and Sports for 1994/95
academic year, Editor: R B&H, Ministry for Education, 
Science, Culture and Sports, Pedagogical Institute, Printing:
DD "Dom Stampe" Zenica

Table 8 - Curriculum for the Mathematical - Informatics 
(Computer Science)
Secondary School
_____________________________________________________________
____________
I LANGUAGE SPHERE			I	II	III	IV	TOTAL
	%
_____________________________________________________________
____________
1. Bosnian language and literature		3	3	3	3
	12
2. The first foreign language			3	3	2	2
	10
3. The second foreign language		2	2	2	2	 8
4. Latin					2	2	-	-	 4
_____________________________________________________________
____________
							10	10	7	7	34
		27,6
_____________________________________________________________
____________
II NATURAL - MATHEMATICAL SPHERE
							I	II	III	IV
	TOTAL	%
_____________________________________________________________
____________
5. Mathematics				4	4	4	4	16
6. Selected areas of mathematics		2	2	3	3
	10
7. Physics					3	3	3	3	12
8. Chemistry					-	-	2	2	 4
9. Biology					-	-	2	2	 4
10. Informatics (Computer Science)		3	3	3	3
	12
_____________________________________________________________
____________		
							12	12	17	17	58
		47
_____________________________________________________________
____________
III SOCIAL SPHERE				I	II	III	IV
	TOTAL	%
_____________________________________________________________
____________
11. History					2	2	-	-	 4
12. Geography				2	2	-	-	 4
13. Philosophy with Logic			-	-	2	2	 4
14. Psychology				-	-	-	1	 1
15. Sociology					-	-	2	-	 2
16. Military training				-	2	2	-	 
4
_____________________________________________________________
____________		
							4	6	6	3	19
		15,5
_____________________________________________________________
______________

IV CULTURE, PHYSICAL AND HEALTH EDUCATION
							I	II	III	IV
	TOTAL	%
_____________________________________________________________
____________
17. Art culture					2	-	-	-	 
2
18. Music culture				-	2	-	-	 2
19. Physical and health education		2	2	2	2	 
8
_____________________________________________________________
____________
							4	4	2	2	12
		9,9
_____________________________________________________________
____________	
TOTAL:					30	32	32	29	123	
	100
_____________________________________________________________
____________
V OTHER EDUCATIONAL ACTIVITIES
							I	II	III	IV
	TOTAL	%
_____________________________________________________________
____________
1. Optional instruction				2	2	2	2	
2. Course instruction				according to special 
plan
3. Free activities (out of teaching
			procedure)			2	2	2	2
4. Educational work with the class		1	1	1	1
5. Work with parents				according to special 
plan
6. Public and cultural activity			according to 
annual programme of the school
_____________________________________________________________
____________
Table adapted from approved curriculum issued by the Ministry 
of Education, Science, Culture and Sports for 1994/95
academic year, Editor: R B&H, Ministry for Education, 
Science, Culture and Sports, Pedagogical Institute, Printing:
DD "Dom Stampe" Zenica

Table 9 - Curriculum for the Sport Secondary School
_____________________________________________________________
____________
I LANGUAGE SPHERE			I	II	III	IV	TOTAL
	%
_____________________________________________________________
____________
1. Bosnian language and literature		3	3	3	3
	12
2. The first foreign language			3	3	2	2
	10
3. The second foreign language		2	2	2	1	 7
4. Latin					2	2	-	-	 4
_____________________________________________________________
__________
							10	10	7	6	33
		26,6
_____________________________________________________________
____________
II NATURAL - MATHEMATICAL SPHERE
							I	II	III	IV
	TOTAL	%
_____________________________________________________________
____________
5. Mathematics				3	3	3	2	10
6. Physics					2	2	2	2	 8
7. Chemistry					-	-	2	2	 4
8. Biology					2	2	2	2	 8
9. Informatics					1	-	-	-	 1
_____________________________________________________________
____________
							8	7	8	8	31
		25,0
_____________________________________________________________
____________
III SOCIAL SPHERE				I	II	III	IV
	TOTAL	%
_____________________________________________________________
____________
10. History					2	2	-	-	 4
11. Geography				2	2	-	-	 4
12. Philosophy and Logic			-	-	2	2	 4
13. Psychology				-	-	2	1	 3
14. Sociology					-	-	2	1	 3
15. Military training				-	2	2	-	 
4
_____________________________________________________________
____________
							4	6	8	4	22
		17,75
_____________________________________________________________
____________

IV CULTURE, PHYSICAL AND HEALTH EDUCATION
							I	II	III	IV
	TOTAL	%
_____________________________________________________________
____________
16. Art culture					1	-	-	-	 
1
17. Music culture				-	1	-	-	 1
18. Physical and health education		2	2	2	2	 
8
19. Gymnastics - rhythmics and dance	2	2	2	2	 
8
20. Athletics					2	2	2	2	 8
21. Sport games				1	1	2	2	 6
22. Fighting sports				-	1	1	2	 4
23. Bases of psychomotorics			-	-	-	2	 
2
_____________________________________________________________
____________
							8	9	9	12	38
		30,65
_____________________________________________________________
____________
	TOTAL:				30	32	32	30	124	
	100
_____________________________________________________________
____________
V OTHER EDUCATIONAL ACTIVITIES	I	II	III	IV	TOTAL
	%
_____________________________________________________________
_____________
1. Optional instruction				2	2	2	2
2. Course instruction				according to special 
plan
3. Free activities (out of teaching
			procedure)			2	2	2	2
4. Educational work with the class		1	1	1	1
5. Work with parents				according to special 
plan
6. Public and cultural activity			according to 
annual programme of the school
_____________________________________________________________
______________
Table adapted from approved curriculum issued by the Ministry 
of Education, Science, Culture and Sports for 1994/95
academic year, Editor: R B&H, Ministry for Education, 
Science, Culture and Sports, Pedagogical Institute, Printing:
DD "Dom Stampe" Zenica

Table 10 - Secondary Teacher Training School Curriculum
(Secondary school for training teachers for grades 1 through 
4)

_____________________________________________________________
____________
SUBJECTS			I	II	III	IV	TOTAL	%
_____________________________________________________________
____________
A. GENERAL EDUCATION SPHERE
1. Bosnian language and 
	literature		4	4	3	2	13
2. Foreign language		2	2	2	2	 8
3. History			2	2	2	-	 6
4. Philosophy			-	-	-	3	 3
5. Sociology			-	-	2	-	 2
6. Military training		-	2	2	-	 4
7. Mathematics		3	3	3	2	11
8. Physics			2	2	-	-	 4
9. Chemistry			2	2	-	-	 4
10. Biology			3	2	-	-	 5
11. Geography		2	2	-	-	 4
12. Music culture		2	2	2	- 	 6
13. Art culture			2	2	2	-	 6
14. Technical culture		1	-	-	-	 1
15. Informatics (Computer	-	-	2	-	 2
          Science)
16. Physical and health
	education		2	2	2	2	 8
_____________________________________________________________
_____________
	TOTAL:		27	27	22	11	87		74%
_____________________________________________________________
____________
					I	II	III	IV	TOTAL	%
B. PROFESSIONAL SPHERE
1. Pedagogy with didactics	-	3	3	-	 6
2. Psychology			2	2	-	-	 4
3. Developmental and 
pedagogical psychology	-	-	3	-	 3
4. Hygiene and first aid	-	-	1	-	 1
5. Media culture		-	-	1	- 	 1
6. Teaching methods of
bosnian language and
literature			-	-	-	3	 3
7. Teaching methods of 
mathematics			-	-	-	3	 3
8. Teaching methods of 
nature and society studies	-	-	-	3	 3
9. Teaching methods of
	music			-	-	-	2	 2
10. Teaching methods of 
	fine arts		-	-	-	2	 2
11. Teaching methods of
physical and health
education			-	-	-	2	 2
12. School administration
and legislature			-	-	-	1	 1
_____________________________________________________________
___________
	TOTAL:		2	5	8	16	31		26%
_____________________________________________________________
___________
	A+B:			29	32	30	27	118		100%
_____________________________________________________________
____________
1. Optional instruction		2	2	2	2
2. Course instruction		according to special plan
3. Free activities 
(out of teaching procedure)	4	4	4	4
4. Educational work with
the class			1	1	1	1
5. Work with parents		according to special plan
6. Public and cultural
activity				according to annual programme of the 
school
_____________________________________________________________
______________

PEDAGOGICAL PRACTICE, III YEAR - 5 DAYS AND 4 LESSONS

TEACHING-METHOD PRACTICE IN IV YEAR:
-teaching methods of bosnian language and literature,
-teaching methods of nature and society studies: 4 mentor 
lessons and 4 lessons realized by student,
-teaching methods of music, fine arts, physical and health 
education and technical culture: 4 mentor
lessons and 2 lessons realized by student.

INDEPENDENT PRACTICE AT THE END OF THE FOURTH YEAR
-10 days of independent work in one classroom from I to IV 
grade of primary school.
__________________________________________
Table adapted from approved curriculum issued by the Ministry 
of Education, Science, Culture and Sports for 1994/95
academic year, Editor: R B&H, Ministry for Education, 
Science, Culture and Sports, Pedagogical Institute, Printing:
DD "Dom Stampe" Zenica

Table 11 - Curriculum for Secondary Kindergarten Teacher 
Training School
_____________________________________________________________
____________
SUBJECTS			I	II	III	IV	TOTAL	%
_____________________________________________________________
____________
A. GENERAL EDUCATION SPHERE
1. Bosnian language and 
literature with orthoepic	3	3	2	2	11
2. Foreign language		2	2	2	2	 8
3. History			2	2	2	-	 6
4. Philosophy			-	-	-	3	 3
5. Sociology			-	-	2	-	 2
6. Military training		-	2	2	- 	 4
7. Mathematics		3	3	-	-	 6
8. Physics			2	2	-	-	 4
9. Chemistry			2	2	-	-	 4
10. Biology			3	2	-	-	 5
11. Geography		2	2	-	-	 4
12. Music 			2	2	2	-	 6
13. Art				2	2	2	-	 6
14. Technical culture		1	-	-	-	 1
15. Informatics		2	-	-	-	 2
16. Physical and health 
education			2	2	2	2	 8
_____________________________________________________________
_____________
	TOTAL:		28	26	16	9	79		68%
_____________________________________________________________
____________
					I	II	III	IV	TOTAL	%
B. PROFESSIONAL SPHERE
1. Pedagogy with didactics	-	2	3	-	 5
2. Psychology			2	2	-	-	 4
3. Psychology of child of
preschool age			-	-	2	2	 4
4. Scenic expressions and
puppet-play			-	-	3	-	 3
5. Hygiene and first aid	-	-	1	-	 1
6. Bases of pediatrics
and child nursing		-	-	2	2	 2
7. Media culture		-	-	1	-	 1
8. Teaching method of speech
development			-	-	-	3	 3
9. Teaching method of environment
knowledge, mathematical 
concepts			-	-	-	3	 3
10. Teaching methods of
music					-	-	-	3	 3
11. Teaching methods of
fine arts			-	-	-	3	 3
12. Teaching methods of
physical and health
education			-	-	-	2	 2
13. Preschool administration
and legislature			-	-	-	1	 1
_____________________________________________________________
____________
	TOTAL:		2	4	12	19	37		32%
_____________________________________________________________
____________
	A+B:			30	30	28	28	116		100%
_____________________________________________________________
_____________
1. Optional instruction		2	2	2	2	
2. Course instruction		according to special plan
3. Free activities		4	4	4	4
4. Educational work with
the class			1	1	1	1
5. Work with parents		according to special plan
6. Public and cultural
preschool institutions		according to annual programme 
of preschool institution


PEDAGOGICAL PRACTICE, III YEAR - 5 DAYS X 4 LESSONS

TEACHING-METHOD PRACTICE IN IV YEAR:
-teaching method of speech development
 3 mentor activities and 3 activities carried out by student,
-teaching method of environment knowledge and mathematical 
conceptions:
 6 mentor activities and 6 activities realized by student
-teaching methods of music, fine art, physical and health 
education:
 3 mentor activities and 2 activities per each unit realized 
by student

INDEPENDENT PRACTICE AT THE END OF IV YEAR
-10 days of independent work in one of educational groups in 
preschool institution.
___________________________________
Table adapted from approved curriculum issued by the Ministry 
of Education, Science, Culture and Sports for 1994/95
academic year, Editor: R B&H, Ministry for Education, 
Science, Culture and Sports, Pedagogical Institute, Printing:
DD "Dom Stampe" Zenica

Table 12 - Curriculum for Secondary Technical and Other 
Cognate Schools

NAMES OF THE SCHOOLS AND PROFESSIONS
_____________________________________________________________
___________
The name of the school				Profession
_____________________________________________________________
_____________
A. Group of technical schools

1.Mechanical technical school			Mechanical 
technician
							Mechanical technician for 
energetics
							Mechanical technician for 
aviation 
								(avionics-
technician)
							Mechanical technician for 
precision
							mechanics and optics
2.Electrotechnical school			Electrotechnician for 
energetics
							Electrotehnician for 
computer technology
							and automatic
							Electrotechnician for 
rolling stock 
3.Mining-geological technical school		Mining 
technician
							Geological technician
							Technician for minerals
4.Chemical-technological technical		Chemical technician
	school
							Chemical technician 
specialized in
							biotechnology
5.Civil engineering technical school		Civil 
engineering technician
							Architectural technician
6.Geodetic technical school			Geodetic technician
7.Traffic technical school	
  (departments: road,PTT)			Technician for road 
traffic
							Technician for internal 
transport
							Technician for PTT 
traffic
8.Railroad technical school
  (departments:traffic and electrotechnical)	Engine-driver
							Technician for technical-
vehicular service
							Technician for railroad 
traffic
							Technician for railroad 
lines
9.Wood-manufacture technical school	Technician for primary 
wood-manufacture
							Technician for final 
wood-manufacture
10.Metallurgic technical school		Metallurgic 
technician
11.Textile technical school			Textile technician 
of mechanical orientation
							Textile technician of 
chemical-refining
							orientation
							Textile technician-
garment worker
12.Leather technical school			Leather technician
							Shoemaking-haberdashery 
technician 

13.Graphic technical school			Graphic design 
technician
							Printing forms specialist
							Graphic technician for 
printing
							Graphic technician of 
reprophotography and
							chemiographic
							Graphic technician for 
graphic processes
							
				B. Group of biotechnical schools

14.Agricultural technical school		Agricultural 
technician of general
							orientation
							Agricultural technician 
of farming
							orientation
							Agricultural technician 
of fruit-growing and wine-
							growing orientation
							Agricultural technician 
of nutritional
							orientation
15.Forestry technical school			Forestry technician
							Technician for 
horticulture

			C. Group of schools of social-economical 
orientation

16.Economic school				Economic technician
17.Catering-tourist school			Hotel-tourist 
technician
18.Secondary police school			Safety Technician

			D. Group of health schools

19.Nursing school				Hospital nurse - 
technician
							Gynecological nurse - 
technician
							Pedriatic nurse - 
technician
							Pharmaceutical 
technician		
							Physiotherapist 
							Medical-ecological 
technician
							Lab technician
20.Dental school				Dental technician
							Stomatological nurse 
-technician
							Stomatological oral 
technician
21.Veterinary technical school		Veterinary technician of 
general
							orientation
							Veterinary lab technician
							Veterinary zoo technician

The list of professions reflects current needs in the 
educational system, but it is open for changes and
additions and initiatives as needed in practice.
______________________________________
Table adapted from approved curriculum issued by the Ministry 
of Education, Science, Culture and Sports for 1994/95
academic year, Editor: R B&H, Ministry for Education, 
Science, Culture and Sports, Pedagogical Institute, Printing: 
DD
"Dom Stampe" Zenica


Table 13 - Curriculum for Secondary Vocational Schools

	MODEL OF TEACHING PLAN FOR QUALIFIED WORKER
			- 3 year schooling -
_____________________________________________________________
____________
SUBJECTS					I	II	III		TOTAL
	%
_____________________________________________________________
____________
A. GENERAL EDUCATION SUBJECTS
Hours per week
 I Common subjects
1.Bosnian language and literature		2	2	2	6
2.Foreign language				2	2	2	6
3.Physical and health education		2	2	2	6
4.History					2	-	-	2
5.Informatics					2	-	-	2
6.Military training				-	2	2	4
7.Economy and business organisation	-	2	-	2
_____________________________________________________________
__________
TOTAL II:				
							10	10	8		
	28	30%
_____________________________________________________________
______________

II ACADEMIC SUBJECT IN THE FUNCTION
	OF PROFESSION
8.Mathematics				
9.Physics
10.Chemistry
11.Biology					6-8	2	-		8-10
12.Geography				
_____________________________________________________________
____________
	TOTAL II:				6-8	2	-		8-10	
	9-10%
_____________________________________________________________
____________
	TOTAL A:				16-18	12	8		36-
38		39%
_____________________________________________________________
_____________
B. PROFESSIONAL SUBJECTS
13.Professional-theoretical subjects		8-6	12-6	16-4
		36-16		39-17%
14.Practical instruction			7	7-14	7-21		21-
42		22-44%
_____________________________________________________________
_____________
	TOTAL B:				15-13	19-20	23-25
		57-58		61%
_____________________________________________________________
____________
	TOTAL A+B:				31	31-32	31-33
		93-96		100%
_____________________________________________________________
______________

C. OPTIONAL INSTRUCTION
1.Religious classes				2	2	2		6
2.Office machine technology 						
	2
3.Domestic science								2
4.Agriculture									2
_____________________________________________________________
____________



TYPES OF SECONDARY VOCATIONAL SCHOOLS - THE LIST OF 	
	PROFESSIONS
FOR QUALIFIED WORKERS
(Three and four year programs)
_____________________________________________________________
______________
School					Profession
					3 years				4 years
_____________________________________________________________
____________
1.MECHANICAL VOCATIONAL
       SCHOOL			1.Lathe operator	
	1.Automechanic
					2.Milling machine operator	
					3.Planer operator
					4.Toolmaker	
					5.Blacksmith	
					6.Tin-smith
					7.Car-body mechanic
					8.Fitter for central-heating
					9.Locksmith
					10.Machinist (engine fitter)
					11.Precision mechanic
					12.Automechanic
					13.Welder
					14.Mechanic for rolling stock
					15.Gas fitter and plumber
					16.Watchmaker
					17.Goldsmith-jeweller
					18.Copper-smith 
					19.Gun-smith
_____________________________________________________________
____________
2.ELECTROTECHNICAL VOCATIONAL
	SCHOOL		1.Electric power station worker 
	1.RTV-mechanic
					2.Electrician
					3.Electromechanic
					4.Electronician mechanic
					5.Electronician for 
					  telecommunicatons
					6.Mechanic for computer 
					  technology and automatic signals
					7.Electro-technician for signal-
safety 
					  equipment
					8.Electro-technician for rolling 
stock
					  and equipment
_____________________________________________________________
______________

3.WOOD MANUFACTURE VOCATIONAL
	SCHOOL		1.Producer of timber
					2.Producer of veneer and boards
					3.Technician for wood shaping
					4.Carpenter
					5.Wood polisher
					6.Model-carpenter
					7.Upholsterer
					8.Wood craftsman
					9.Cooper
					10.Wagonmaker
					11.Basket-weaver
					12.Wood-carver
_____________________________________________________________
____________
4.FORESTRY VOCATIONAL 
	SCHOOL		1.Forester
					2.Manager of mechanization in 
forestry
_____________________________________________________________
____________
5.AGRICULTURAL AND VETERINARY
  VOCATIONAL SCHOOL	
					1.Plowman-truck farmer
					2.Fruit grower-winegrower
					3.Flower grower
					4.Cattle breeder
					5.Fish and shellfish grower
					6.Veterinary nurse
					7.Manufacturer of corn, flour and 
suger
					8.Manufacturer of industrial plants
					9.Manufacturer of fruit and 
vegetable
					10.Manufacturer of meat and milk
_____________________________________________________________
____________
6.TRADE VOCATIONAL
	SCHOOL		1.Salesman
_____________________________________________________________
____________
7.HOTEL-TOURIST VOCATIONAL
	SCHOOL		1.Waiter
					2.Cook
					3.Pastry maker 
_____________________________________________________________
_____________
8.CHEMICAL-TECHNOLOGICAL
  VOCATIONAL SCHOOL	1.Person in charge of application of 
protective coatings
					2.Chemical laboratory technician
					3.Operator of chemical-technological 
process
					4.Producer of rubber and plastic
					5.Producer of cellulose and paper
					6.Chemist-operator for explosive 
material
					7.Person in charge of glass 
processing ?
					8.Producer of ceramics and brick 
prodacts
_____________________________________________________________
____________
9.METALLURGY VOCATIONAL 
	SCHOOL		1.Smelter
					2.Molder
_____________________________________________________________
____________

10.LEATHER VOCATIONAL
	SCHOOL		1.Tanner
					2.Furrier
					3.Shoemaker
					4. Leather clothes manufacture
					5.Producer of leather goods
_____________________________________________________________
______________
11.TEXTILE VOCATIONAL 
	SCHOOL		1.Spinner
					2.Weaver
					3.Knitter
					4.Textile finishing
					5. Pattern maker
_____________________________________________________________
____________
12.MINING-GEOLOGICAL
   VOCATIONAL SCHOOL	1.Miner for underground exploitation
					2.Operator of shaft mechanization
					3.Operator of mine mechanization  
					  of surface excavation
					4.Person in charge og refining of 
minerals
					5.Geological drill operator
					6.Mechanic for mining machinery
_____________________________________________________________
____________
13.CIVIL ENGINEERING
   VOCATIONAL SCHOOL	1.Mason-worker on facade and 
insulation
					2.Carpenter-floorer
					3.Builder of metal frameworks-
concrete worker
					4.Stonecutter
					5.Ceramics worker
					6.House painter
_____________________________________________________________
____________
14.TRAFFIC VOCATIONAL
	SCHOOL		1.Operator of construction and reloading 
machinery
					2.Driver of motor-vehicles 
					3.Auto-polisher
					4.Autoelectrician
_____________________________________________________________
______________
15.RAILROAD VOCATIONAL
	SCHOOL		1.Engine driver
					2.Railroad transportation worker
					3.Operator of machinery for railroad 
tracks and crane 					 
					operator
_____________________________________________________________
____________
16.VOCATIONAL SCHOOL FOR 
	OTHER SERVICES 	1.Cosmetician
					2.Hairdresser
					3.Podiatrist-manicurist
					4.Photographer
					5.Chimney sweep
					6.Dry cleaning worker
					7.Bookbinder
_____________________________________________________________
____________
Table adapted from approved curriculum issued by the Ministry 
of Education, Science, Culture and Sports for 1994/95
academic year, Editor: R B&H, Ministry for Education, 
Science, Culture and Sports, Pedagogical Institute, Printing: 
DD
"Dom Stampe" Zenica