Symβiosis aims to provide resources, commentaries and analysis, on political, social and cultural ideas and developments affecting change and policy, original and creative, based on arguments, able to propose and debate solutions to critical issues, maintaining a broad intellectual scope and global reach that readers need to understand the choices shaping lives, and reflecting on Greece, the Balkans, Europe and the world.

 

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Citizenship and education policies in post-Yugoslav States

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Date added: 02/22/2013
Date modified: 02/22/2013
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by  Dr Nataša Panti?

The political socialisation of citizens has always been one of the functions of education in any society. For example, the 1812 Spanish constitution obliged public schools to teach children to read, write, and count, as well as the Catholic Catechism and civil obligations (Art. 366).

Civic education is one way of promoting the desired relations between the state and its citizens. A battle for hearts and minds involves other, more (or less) sophisticated arrangements for knowledge and experiences made available (or not) to students. For example, earlier this year the Front National presidential candidate complained that Henri IV and Napoleon had been replaced by the history of Mali in French schools. Moreover, the ways in which a state shapes its members through education operate beyond curriculum and schooling. One of the central questions is how authority over educational institutions is allocated.

In this essay I summarise the findings of a study that looked into the interaction between citizenship and education policies in six post-Yugoslav countries (Bosnia and Herzegovina, Croatia, Kosovo, Macedonia, Montenegro, and Serbia). The study illustrated how the ethnocentric, multicultural and civic conceptions of citizenship operate in 1) education system structures, 2) use of languages in schools, and 3) overt or hidden curricula.

Stocktaking Research on Policies for Education for Democratic Citizenship and Management of Diversity in Southeast Europe

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Date added: 02/19/2013
Date modified: 02/19/2013
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Regional Analysis and Intervention Proposals

Camerom Harrison ? Harrison Leimon Associates
Bernd Baumgartl ? Navreme Knowledge Development

This report is a contribution to the Stocktaking Research on national government policies within the field of education for Education for Democratic Citizenship (EDC) and the Management of Diversity (MofD) in the countries of South East Europe. The research was designed within the activity plan of the EDC/diversity Working Group of the Stability Pact/Enhanced Graz Process and the Council of Cultural co-operation. The main aim of the project is to gather data on current policies in the fields of Education for Democratic Citizenship (EDC) and the Management of Diversity in the field of education (MofD).

The European higher education area and South East Europe

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Date added: 02/19/2013
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Statement from the Meeting of South-East European Educational Cooperation Network,
Ljubljana, 10 – 11 July 2003

South-East European Educational Cooperation Network (SEE ECN) is the most comprehensive educational information network in South Eastern Europe. It was established in 2000 in the framework of Enhanced Graz process with a support from Government of Austria and Open Society Institute Network. Today, with additional support of Swiss Agency for Development and Cooperation, its main functions are provided by a coordination "hub" at the University of Ljubljana, Slovenia, and nine "country nodes" in all countries of the region: Croatia, Bosnia and Herzegovina, Serbia and Montenegro, FYR of Macedonia, Kosovo, Albania, Bulgaria, Romania and Moldova. Membership currently includes 226 institutions (largely universities and NGO but also all regional Ministries of Education, etc.) and 127 individual experts (most of them from universities and research institutes) predominately from the region but also from other European countries and global world.

Strenghtening higher education and research in South East Europe

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Date added: 02/19/2013
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The Western Balkans countries have great potential in spite of the scale of the challenges still facing universities. Despite the problems, governments, higher education institutions and students share the common objective of creating a European Higher Education and Research Area, and of supporting the fundamental premises of the Lisbon Strategy that knowledge societies and economies can only be realised through strong and socially responsive higher education institutions. While these goals are shared throughout Europe, they are particularly pertinent for the Western Balkan countries. Growth and the creation of jobs is of the utmost urgency and action is required now if this is to be achieved. Therefore priority has to be given to increasing investment in higher education and research now as a key long-term strategy for the region, in order to meet both the current and emerging needs of citizens. All stakeholders should be involved in this process. Universities accept the challenge; action is required by governments at national, regional and European level.

The Balkans on their way to Europe and to themselves – an agenda for higher education

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Date added: 02/19/2013
Date modified: 02/19/2013
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Michael Daxner

The privilege to being chosen to address you at this meeting is challenged by the double bind, which has not left me since I returned from my UNMIK assignment in Pristina and Belgrade, in 2002. Does anyone in this room need another confirmation of the common view that higher education plays a critical role for the continuation of the region's way to Europe; does anyone need another proof that the Balkans' way towards the new Europe is also a way to themselves; isn't it obvious that higher education is one among the few central hinges that will enable the region really catch up with the more advanced, and with the luckier partners in Europe, inside and outside the European Union? Of course, for most of my professional life I have been a higher education person. I'm still one, but after Kosovo, after Afghanistan, after working for post-conflict policy and diving into the hopeless deadlocks of never-to-be-resolved problems I have learned that higher education is not only a stimulus for the creation of sustainable civil societies, but it is also an instrument and a derivate of politics allocated much higher in priorities and strategic reputation.