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Croatia Education System
Minority Education
Croatia has a relatively well-developed system of minority schools, which has been expanded in the past few years. There is a long tradition of Italian schools providing education from elementary through high school. In the past several years in Istria, even children who are not Italian have attended these schools in order to improve their facility in Italian. The Education Ministry attempted to prevent this, but later distanced itself from its former policy, and now it even mentions the fact that this is happening in its own publications. Czechs can attend pre-school and elementary school taught in Czech and the language is offered in some elementary schools in one high school. During the Serbian occupation of Ilok, bilingual education in the region where most Croatian lived was abolished. In the non-occupied part, the cultivation of the Croatian language and culture was continued in five schools. The Ukrainians and Hungarians in East Slavonia experienced similar treatment under Serbian occupation. The population was driven out, settlements were either destroyed or laid waste. In the non-occupied part, however, the cultivation of Ukrainian continued in six localities. In addition, a summer academy was formed. For members of the Hungarian minority in 18 elementary schools and one high school, supplemental classes in Hungarian language and culture were added.4 In addition to the minorities that have had a long tradition of separate schools, recently pre-school and elementary school divisions have been established at Osijek for Austrians and Germans, at Zagreb for Jews and "summer schools" for Roma children. The members of the former Yugoslavia’s ethnic communities (Slovenians, Montenegrins, Bosnians, Macedonians) have founded their own organisations that deal with education, but there is as yet no organised school-based system of education for these groups.
The problem of the Serbian ethnic community deserves special attention. After the Second World War, the Serbs had the possibility to take classes in their language and system of writing, but over time they became so demanding that it was abandoned. During the period of the Serbian nationalist meetings in which the preparations for the war in Yugoslavia were made, the demand was again raised for the introduction of the Cyrillic script, and in some localities hearings were held on the question. It is interesting that even under these circumstances a large part of the Serbs did not support the demands of the ever increasingly loud Serbian nationalists. Still, the greater Serbian policy was able step-by-step to win over a part of the Serbian population into mobilising a rebellion against the erection of a Croatian State. This was the case in the ethnically homogenous regions around Knin and in the Lika, in the Baranja and in East Slavonia—areas that border on Serbia. Thus began the Serbian-Croatian conflict. Serbia occupied territories with regular units and declared the "Republic of Serbian Krajina". In this region, however, there lived only a small portion of the Serbian people. The rest lived in other parts of Croatia and in the cities. From these parts of Croatia some of the Serbian population left for Serb-occupied territories or for Serbia proper. The constant propaganda of the Serbian media contributed to this, as well as certain measures of the new Croatian government, which took an openly hostile position toward Serbs. Violence toward Serbs by uncontrolled terroristic groups also played a role. Nonetheless, a large part of the Serbian population remained in Croatia, especially in the cities, and some of them took part in the defence of Croatia against greater Serbian aggression. Thus the Serbs represent still today the largest single ethnic group in Croatia after the Croatians themselves. During the armed conflict, the Serbs that still lived in Croatia did not emphasise the problem of the education of their children. Instead, they generally tried to mask their nationality in order to better fit into their environment. In the Serb-occupied territories instruction with Serbian schoolbooks and curricula was continued, and the whole school system was integrated into that of Serbia. The other minorities, most of whom were driven out anyway, were given no rights.
Starting in 1995the Serbian ethnic minority began to cultivate Serbian language and culture in summer and winter schools. In addition, curricula for the cultivation of Serbian language and culture were worked out and implemented in three schools, and prepared for in two more. This program is having difficulty at present, because parents are reluctant to send their children to such schools. Slavonia and the Baranja after the peaceful reintegration represent a special case. Here with the help of the peace agreement and other documents, compliance with which is monitored by the international community, the continued existence of the Serbian schools is guaranteed. This fact is viewed by the Croatians as a continuation of the policies of greater Serbia.5 Nonetheless, the situation is slowly being normalised, and since the first meeting in which the teachers greeted the Croatian minister of education with their faces to the wall, the number of meeting has increased and they have become increasingly businesslike. Croatian and Serbian divisions have been created in the schools, though the classes are often taught by the same teachers. The schoolbooks for the Serbian divisions are printed in Cyrillic and last year some of the schoolbooks from Serbia continued to be used. The most recent history is not taught. At present it is difficult to assess the education being provided in this area, but an objective observer cannot help but come away with the impression that the adults are taking out their nationalist prejudices on the children.
Education for Peace, Nonviolence and Human Rights
Thanks to the large number of international peace organisations and initiatives in Croatia, already with the onset of the armed conflict there began an intensive effort at educating the populace in peace. UNICEF set up a series of projects in Croatia to help war-damaged children psycho-socially. Help from a large number of experts from other countries was drawn upon to educate Croatian teachers and to help them to do justice to their work under wartime and post-war circumstances. UNESCO devoted their attention to a few schools that are tied to schools in other parts of the world. For teachers at these schools, special seminars were set up. The institute, "Open Society" devoted itself to several pedagogical projects as well, of which those on "Health Education", "Environmental Education", and "Conflict and Communication" are especially important since a large number of elementary and high school teachers have participated in them. During the occupation of East Slavonian and the Baranja, the Swiss "Peace Bridge" organised an encounter house for teachers who had previously worked together. In the course of the following years there were many encounters between teachers that contributed to the process of reconciliation and peaceful reintegration. The Austrian "Culture Contact" has undertaken already for some years valuable steps in the area of education for peace and in co-operative efforts in this area. It is impossible to list all the courageous and helpful people that came during the days of the war and helped give people back their trust in people and in the possibility of a life in peace.
Of domestic organisations, the antiwar campaign in Zagreb and the Centre for Peace, Non-violence and Human Rights in Osijek have made great contributions. Their role in spreading ideas about peace and non-violence are immeasurable, and they have been especially active in educating teachers at all levels and in co-operative work with pupils. Further, the "Suncokret" (Sunflower) and "Mali korak" (Small Step) in Zagreb deserve mention, since they are also systematically working in this area. Today a large number of teachers are incorporating many elements of peace education into their daily work with children and have made it an integral part of their educational practice. The State’s educational authorities observe these activities with mistrust. Sometimes they are tolerated and even supported, but very often those who participate in them are discredited by the state-dominated media. In the past few years teachers have been urged by the Ministry not to attend seminars that are not organised by the Ministry itself, and to hold a seminar in a school, the ministry’s permission is required. It often does not respond to written requests. Despite a few seminars organised by the Ministry, peace studies and peace education have not received their proper place in the curricula.
Changes in the Croatian School System
With the new Croatian government, there was much talk about a "new Croatian school". Pedagogical experts became very active and opened public discussions about various proposals for reform. Pessimists said already then that the "new Croatian school" would be the same as the old one. And so it is. But there is still a public perception that further changes are necessary. Recently in expert circles there has been increasing dissatisfaction with the prevailing circumstances. A big teacher strike at the end of the last school year and large protest meetings (at one of which the minister’s car was attacked) demonstrate the dissatisfaction that is being carried from the conference rooms into the streets.6
At some of the recently organised conferences, it has been clear that everyone agrees things must change. It appears that the Ministry now shares this opinion, since it has drawn up "Points of Departure for a Strategy of Long-Term Development of Education in the Republic of Croatia". The problem is that the suggestions are diametrically opposed to one another at the practical level. One could say along with Krleža that the Croatians don’t know what they want, but they want it right away. In the course of discussions organised by the Social Democratic Party, Croatia’s largest opposition party, it was revealed that the Ministry does not know what it wants, since the aforementioned "Points of Departure" contradict the draft for a new education law. At a conference two contrary approaches to reform were expressed: Dr. Josip Milat is of the opinion that the methodological order for introducing changes in the school system should start with the setting of goals, proceed to the ordering of tasks and the completion and confirmation of a program of education and be topped off with the building of an institutional organisation to carry the plan out.7 Irena Sertić, on the other hand, said that "for the creation of a high-quality education for children, changes need to come from ‘below’ which will require action on the part of educators that is multifaceted, well-organised and co-ordinated and is based on a network of relationships".8
The critical pedagogical glasnost that was characteristic of the democratic changes taking place, disappeared after a while. The titles of many pedagogical works, such as "The School of Open Doors", and "Toward a Free School", metamorphosed in practice into schools with closed doors and schools of fear, of which Irena Sertić said, "This is a system that finds its confirmation in the conviction that both the teachers and the pupils can be made through the application of enough force to work according to specified rules, regardless of what may be accomplished by it and whether the results are satisfactory for those involved."9 The Institute for Education, which has occupied itself with educational innovations, was abolished and educational inspection was put in its place. Innovative projects in the schools were broken off. For a time the Ministry demanded lists of those people that took part in "questionable" seminars. By such means a school system has been developed that fits the expectations of its founder, the former Minister of Education, one entirely in keeping with her formula: "Church and the switch—and there you have it—order".10
Nonetheless it would be wrong to believe that nothing is happening. There are intensive activities going on to change Croatian schools both from "below" and from "above". Here two deserve mention that have been going on for a few years. The parents’ group, "Step by Step" has been working for several years on the spread of new ideas about pre-school and elementary education. Already several hundred teachers have been trained in a more child-oriented form of education. The group publishes it own magazine, "Child, Kindergarten, Family", that systematically supports a humanistic, progressive approach to educating children. Although the group has not received any official sanction from the Ministry for applying these ideas in the classroom (despite promises from the Ministry), the interest from parents and teachers is very great and more and more people are using these ideas in their work. In the years before the societal changes there were also a great many teachers in Croatian schools, especially in the area around Osijek, who used a similar program, called the "Osijek Model", and so there were many teachers who were already prepared to accept these ideas. Read More >>
Read the Structure of Education System >>
Download Education Map.
Download Education Details.
Croatia has a relatively well-developed system of minority schools, which has been expanded in the past few years. There is a long tradition of Italian schools providing education from elementary through high school. In the past several years in Istria, even children who are not Italian have attended these schools in order to improve their facility in Italian. The Education Ministry attempted to prevent this, but later distanced itself from its former policy, and now it even mentions the fact that this is happening in its own publications. Czechs can attend pre-school and elementary school taught in Czech and the language is offered in some elementary schools in one high school. During the Serbian occupation of Ilok, bilingual education in the region where most Croatian lived was abolished. In the non-occupied part, the cultivation of the Croatian language and culture was continued in five schools. The Ukrainians and Hungarians in East Slavonia experienced similar treatment under Serbian occupation. The population was driven out, settlements were either destroyed or laid waste. In the non-occupied part, however, the cultivation of Ukrainian continued in six localities. In addition, a summer academy was formed. For members of the Hungarian minority in 18 elementary schools and one high school, supplemental classes in Hungarian language and culture were added.4 In addition to the minorities that have had a long tradition of separate schools, recently pre-school and elementary school divisions have been established at Osijek for Austrians and Germans, at Zagreb for Jews and "summer schools" for Roma children. The members of the former Yugoslavia’s ethnic communities (Slovenians, Montenegrins, Bosnians, Macedonians) have founded their own organisations that deal with education, but there is as yet no organised school-based system of education for these groups.
The problem of the Serbian ethnic community deserves special attention. After the Second World War, the Serbs had the possibility to take classes in their language and system of writing, but over time they became so demanding that it was abandoned. During the period of the Serbian nationalist meetings in which the preparations for the war in Yugoslavia were made, the demand was again raised for the introduction of the Cyrillic script, and in some localities hearings were held on the question. It is interesting that even under these circumstances a large part of the Serbs did not support the demands of the ever increasingly loud Serbian nationalists. Still, the greater Serbian policy was able step-by-step to win over a part of the Serbian population into mobilising a rebellion against the erection of a Croatian State. This was the case in the ethnically homogenous regions around Knin and in the Lika, in the Baranja and in East Slavonia—areas that border on Serbia. Thus began the Serbian-Croatian conflict. Serbia occupied territories with regular units and declared the "Republic of Serbian Krajina". In this region, however, there lived only a small portion of the Serbian people. The rest lived in other parts of Croatia and in the cities. From these parts of Croatia some of the Serbian population left for Serb-occupied territories or for Serbia proper. The constant propaganda of the Serbian media contributed to this, as well as certain measures of the new Croatian government, which took an openly hostile position toward Serbs. Violence toward Serbs by uncontrolled terroristic groups also played a role. Nonetheless, a large part of the Serbian population remained in Croatia, especially in the cities, and some of them took part in the defence of Croatia against greater Serbian aggression. Thus the Serbs represent still today the largest single ethnic group in Croatia after the Croatians themselves. During the armed conflict, the Serbs that still lived in Croatia did not emphasise the problem of the education of their children. Instead, they generally tried to mask their nationality in order to better fit into their environment. In the Serb-occupied territories instruction with Serbian schoolbooks and curricula was continued, and the whole school system was integrated into that of Serbia. The other minorities, most of whom were driven out anyway, were given no rights.
Starting in 1995the Serbian ethnic minority began to cultivate Serbian language and culture in summer and winter schools. In addition, curricula for the cultivation of Serbian language and culture were worked out and implemented in three schools, and prepared for in two more. This program is having difficulty at present, because parents are reluctant to send their children to such schools. Slavonia and the Baranja after the peaceful reintegration represent a special case. Here with the help of the peace agreement and other documents, compliance with which is monitored by the international community, the continued existence of the Serbian schools is guaranteed. This fact is viewed by the Croatians as a continuation of the policies of greater Serbia.5 Nonetheless, the situation is slowly being normalised, and since the first meeting in which the teachers greeted the Croatian minister of education with their faces to the wall, the number of meeting has increased and they have become increasingly businesslike. Croatian and Serbian divisions have been created in the schools, though the classes are often taught by the same teachers. The schoolbooks for the Serbian divisions are printed in Cyrillic and last year some of the schoolbooks from Serbia continued to be used. The most recent history is not taught. At present it is difficult to assess the education being provided in this area, but an objective observer cannot help but come away with the impression that the adults are taking out their nationalist prejudices on the children.
Education for Peace, Nonviolence and Human Rights
Thanks to the large number of international peace organisations and initiatives in Croatia, already with the onset of the armed conflict there began an intensive effort at educating the populace in peace. UNICEF set up a series of projects in Croatia to help war-damaged children psycho-socially. Help from a large number of experts from other countries was drawn upon to educate Croatian teachers and to help them to do justice to their work under wartime and post-war circumstances. UNESCO devoted their attention to a few schools that are tied to schools in other parts of the world. For teachers at these schools, special seminars were set up. The institute, "Open Society" devoted itself to several pedagogical projects as well, of which those on "Health Education", "Environmental Education", and "Conflict and Communication" are especially important since a large number of elementary and high school teachers have participated in them. During the occupation of East Slavonian and the Baranja, the Swiss "Peace Bridge" organised an encounter house for teachers who had previously worked together. In the course of the following years there were many encounters between teachers that contributed to the process of reconciliation and peaceful reintegration. The Austrian "Culture Contact" has undertaken already for some years valuable steps in the area of education for peace and in co-operative efforts in this area. It is impossible to list all the courageous and helpful people that came during the days of the war and helped give people back their trust in people and in the possibility of a life in peace.
Of domestic organisations, the antiwar campaign in Zagreb and the Centre for Peace, Non-violence and Human Rights in Osijek have made great contributions. Their role in spreading ideas about peace and non-violence are immeasurable, and they have been especially active in educating teachers at all levels and in co-operative work with pupils. Further, the "Suncokret" (Sunflower) and "Mali korak" (Small Step) in Zagreb deserve mention, since they are also systematically working in this area. Today a large number of teachers are incorporating many elements of peace education into their daily work with children and have made it an integral part of their educational practice. The State’s educational authorities observe these activities with mistrust. Sometimes they are tolerated and even supported, but very often those who participate in them are discredited by the state-dominated media. In the past few years teachers have been urged by the Ministry not to attend seminars that are not organised by the Ministry itself, and to hold a seminar in a school, the ministry’s permission is required. It often does not respond to written requests. Despite a few seminars organised by the Ministry, peace studies and peace education have not received their proper place in the curricula.
Changes in the Croatian School System
With the new Croatian government, there was much talk about a "new Croatian school". Pedagogical experts became very active and opened public discussions about various proposals for reform. Pessimists said already then that the "new Croatian school" would be the same as the old one. And so it is. But there is still a public perception that further changes are necessary. Recently in expert circles there has been increasing dissatisfaction with the prevailing circumstances. A big teacher strike at the end of the last school year and large protest meetings (at one of which the minister’s car was attacked) demonstrate the dissatisfaction that is being carried from the conference rooms into the streets.6
At some of the recently organised conferences, it has been clear that everyone agrees things must change. It appears that the Ministry now shares this opinion, since it has drawn up "Points of Departure for a Strategy of Long-Term Development of Education in the Republic of Croatia". The problem is that the suggestions are diametrically opposed to one another at the practical level. One could say along with Krleža that the Croatians don’t know what they want, but they want it right away. In the course of discussions organised by the Social Democratic Party, Croatia’s largest opposition party, it was revealed that the Ministry does not know what it wants, since the aforementioned "Points of Departure" contradict the draft for a new education law. At a conference two contrary approaches to reform were expressed: Dr. Josip Milat is of the opinion that the methodological order for introducing changes in the school system should start with the setting of goals, proceed to the ordering of tasks and the completion and confirmation of a program of education and be topped off with the building of an institutional organisation to carry the plan out.7 Irena Sertić, on the other hand, said that "for the creation of a high-quality education for children, changes need to come from ‘below’ which will require action on the part of educators that is multifaceted, well-organised and co-ordinated and is based on a network of relationships".8
The critical pedagogical glasnost that was characteristic of the democratic changes taking place, disappeared after a while. The titles of many pedagogical works, such as "The School of Open Doors", and "Toward a Free School", metamorphosed in practice into schools with closed doors and schools of fear, of which Irena Sertić said, "This is a system that finds its confirmation in the conviction that both the teachers and the pupils can be made through the application of enough force to work according to specified rules, regardless of what may be accomplished by it and whether the results are satisfactory for those involved."9 The Institute for Education, which has occupied itself with educational innovations, was abolished and educational inspection was put in its place. Innovative projects in the schools were broken off. For a time the Ministry demanded lists of those people that took part in "questionable" seminars. By such means a school system has been developed that fits the expectations of its founder, the former Minister of Education, one entirely in keeping with her formula: "Church and the switch—and there you have it—order".10
Nonetheless it would be wrong to believe that nothing is happening. There are intensive activities going on to change Croatian schools both from "below" and from "above". Here two deserve mention that have been going on for a few years. The parents’ group, "Step by Step" has been working for several years on the spread of new ideas about pre-school and elementary education. Already several hundred teachers have been trained in a more child-oriented form of education. The group publishes it own magazine, "Child, Kindergarten, Family", that systematically supports a humanistic, progressive approach to educating children. Although the group has not received any official sanction from the Ministry for applying these ideas in the classroom (despite promises from the Ministry), the interest from parents and teachers is very great and more and more people are using these ideas in their work. In the years before the societal changes there were also a great many teachers in Croatian schools, especially in the area around Osijek, who used a similar program, called the "Osijek Model", and so there were many teachers who were already prepared to accept these ideas. Read More >>
Read the Structure of Education System >>
Download Education Map.
Download Education Details.
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