' Education Policies for Students at Risk and those with Disabilities in South Eastern Europe BOSNIA-HERZEGOVINA, BULGARIA,CROATIA, KOSOVO, FYROFMACEDONIA, MOLDOVA, MONTENEGRO, ROMANIAANDSERBIA eQVUjCPnJ'I/ONS .\JS>ONEOU',C,W«'C°^V.T'BO/S»“ US\O,N0Sp\poOQuNVoJ''VP^ iV' -^PMN'NG ckv\oEynD' ,inCLU POL'C'^oucv '"°ucY ‘,TR^TEG'' Copyrightedmaterial Education Policies for Students at Risk and those with Disabilities in South Eastern Europe BOSNIA-HERZEGOVINA,BULGARIA,GROATIA, KOSOVO,FYROFMACEDONIA,MOLDOVA, MONTENEGRO,ROMANIAANDSERBIA OECD ORGANISATIONFORECONOMICCO-OPERATIONANDDEVELOPMENT ORGANISATIONFORECONOMICCO-OPERATION ANDDEVELOPMENT TheOECDisauniqueforumwherethegovernmentsof30democracieswork togethertoaddresstheeconomic,socialandenvironmentalchallengesofglobalisation. TheOECDisalsoattheforefrontofeffortstounderstandandtohelpgovernments respondtonewdevelopmentsandconcerns,suchascorporategovernance,the informationeconomyandthechallengesofanageingpopulation.TheOrganisation providesasettingwheregovernmentscancomparepolicyexperiences,seekanswersto commonproblems,identifygoodpracticeandworktoco-ordinatedomesticand internationalpolicies. TheOECDmembercountriesare:Australia,Austria,Belgium,Canada,the CzechRepublic,Denmark,Finland,France,Germany,Greece,Flungary,Iceland, Ireland,Italy,Japan,Korea,Luxembourg,Mexico,theNetherlands,NewZealand, Norway,Poland,Portugal,theSlovakRepublic,Spain,Sweden,Switzerland,Ttirkey, theUnitedKingdomandtheUnitedStates.TheCommissionoftheEuropean CommunitiestakespartintheworkoftheOECD. OECDPublishingdisseminateswidelytheresultsoftheOrganisation’sstatistics gatheringandresearchoneconomic,socialandenvironmentalissues,aswellasthe conventions,guidelinesandstandardsagreedbyitsmembers. ThisworkispublishedontheresponsibilityoftheSecretary-Generalof theOECD.Theopinionsexpressedandargumentsemployedhereindonot necessarilyreflecttheofficialviewsoftheOrganisationorofthegovernments ofitsmembercountries. AlsoavailableinFrenchunderthetitle: Lespolitiquesd’educationpourlesetudiantsarisque etceuxpresentantunhandicapenEuropeduSud-Est BOSNIE-HERZ£gOVINE,BULGARIE,CROATIE,KOSOVO, L’EX-REPUBLIQUEYOUGOSLAVEDEMACEDOINE,MOLDAVIE,MONTENEGRO,ROUMANIEETSERBIE OECD2006 Noreproduction,copy,transmissionortranslationofthispublicationmaybemadewithoutwrittenpermission. AppoprltiiocnatioofnsthsihsouwlodrkbessheonutltdobOeECaDddPruebslsisehdintgo:[email protected]^abiysfda’xe(x3p3lo1i)t4a5ti2o4n1d3u91d.roPietrmdiesscioopniet,op2h0,otrouceopdyesa Grands-Augustins,75006Paris,France(contact@c/copies.com). FOREWORD-3 Foreword Thesereportsonthesituationofeducationdevelopmentforstudentsat riskandthosewithdisabilitiesinSouthEasternEuropehavebeenprepared bytheCentreforCo-operationwithNon-MemberEconomies(CCNM)and theCentreforEducationalResearchandInnovation(CERl)oftheOECD. TheycontributetothecommitmentoftheOECDtotheoverallaimsand strategiesoftheEducationReformInitiativeoftheStabilityPactforSouth EasternEuropebytakingstockofthecurrentsituationandcontributingto theidentificationandimplementationofeducationpoliciesofministriesof educationinthisregion. Thisbookoffersreportsonspecialneedseducationpoliciesofeducation systems in Bosnia-Herzegovina, Bulgaria, Croatia, Kosovo, FYR of Macedonia,Moldova,Montenegro,RomaniaandSerbia.Thesereportsare partofthefollow-upoftheReviewsofNationalPoliciesforEducationin SouthEasternEurope(OECD,2003).Thisvolume,forthemostpart,offers contributions by ministry experts from the region itself This clearly indicatesthecommitmentandattentionofeducationministriesinSouth EasternEuropeforissuesofeducationforchildrenwithspecialneedswithin theframeworkofongoingeducationreform. The countryreports, being one ofthecornerstones oftheproject “EducationDevelopmentforStudentsatRiskandthosewithDisabilitiesin SouthEasternEurope”,servenotonlyasareferencepointbutalsoas encouragementforfurtheractioninthisfield.Followingthesefindings,a numberofseminarsandrelatedactivitieshavebeenandwillbeorganised forkeystakeholders:ministryofficials,experts,teachersandstatisticians. Furthermore,theintentionistodisseminatethefindingsofthesereportsto thewidestpossibleaudience,thusencouragingthevariouseffortsinthe countriesthemselves. ThisOECDactivitywasmadepossiblebygrantsfromFinland,Norway, the Flemish CommunityofBelgium and theWorldBank. Additional supportwasprovidedbytheAustrianMinistryforEducation,Scienceand CultureandtheStabilityPactforSouthEasternEurope. EDUCATIONPOLICIESFORSTUDENTSATRISKANDTHOSEWITHDISABILITIESINSEE-ISBN-92-64-03615-6©OECD2006 4-TABLEOFCONTENTS Overallco-ordinationandsubstantivesupportwereprovidedbyPeter Evans, Christine Stromberger, Gerhard Kowafand Ian Whitman,with technicalsupportfromConorBreenandGinetteMeriotofthe OECD Secretariat. BarbaraIschinger EDUCATIONPOLICIESFORSTUDENTSATRISKANDTHOSEWITHDISABILITIESINSEE-ISBN-92-64-03615-6©OECD2006 TABLEOFCONTENTS-5 TableofContents INTRODUCTION-SYNTHESISREPORT 9 CIIAPTRR1-BOSNIA&IIERZKCOVINA Introduction 29 Legislativeframework 32 Policyreviewfocusingonspecialgroups 37 Statisticsandindicators .il Schoolorganisation 67 Pedagogy 71 Curriculum 72 Teachertraining 75 Conclusion 77 CHAPTER2-RTII.GARIA Introduction 81 Legalframework 83 Policyreviewfocusingonspecialgroups 85 Statisticsandindicators Q2 Schoolorganisation,pedagogyandcurriculum 94 Teachertraining QS Conclusion QQ CHAPTER3-CROATIA Introduction IQS Legislativeframework 104 Policyreviewfocusingonspecialgroups 108 EDUCATIONPOLICIESFORSTUDENTSATRISKANDTHOSEWITHDISABILITIESINSEE-ISBN-92-64-03615-6©OECD2006 8 6-TABLEOFCONTENTS Statisticsandindicators I1 Schoolorganisation 125 Pedagogy 130 Curriculum 132 Teachertraining 138 Conclusion 14^ CHAPTER4-FYROFMACEDONIA Introduction 147 Legalframework 149 Policyreviewfocusingonspecialgroups 152 Statisticsandindicators 158 Schoolorganisation,pedagogyandcurriculum 163 Teachertraining 1hS Conclusion 166 CHAPTER5-KOSOVO Introduction 171 Legalframework 172 Policyreviewfocusingonspecialgroups 173 Schoolorganisation 179 Statisticsandindicators 182 Strategicplanforeducationofchildrenwithdisabilities 187 Conclusion 202 CHAPTER6-MOl.nOVA Introduction 207 Legalframework 209 Policyreviewfocusingonspecialgroups 211 Statisticsandindicators 220 Schoolorganisation 225 Teachertraining 230 EDUCATIONPOLICIESFORSTUDENTSATRISKANDTHOSEWITHDISABILITIESINSEE-ISBN-92-64-03615-6©OECD2006 TABLEOFCONTENTS-7 Conclusion 2^2 CHAPTER7-MONTENEGRO Introduction 237 Legalframework 240 Policyreviewfocusingonspecialgroups 243 Statisticsandindicators 259 Schoolorganisation 262 Pedagogy 270 Ciirriciiliim 27/1 Teachertraining 77'! Conclusion 277 CHAPTER8-ROMANIA Introduction 281 Legislativeframework 282 Policyreviewfocusingonspecialgroups 285 Statisticsandindicators 305 Schoolorganisation 309 Pedagogy 314 Curriculum 315 Teachertraining 322 Conclusions 327 CHAPTER9-SERBIA Introduction 331 Legalframework 333 Policyreviewonspecialneedsgroups 335 Statisticsandindicators 347 Schoolorganisation 353 Pedagogy 356 Curriculum EDUCATIONPOLICIESFORSTUDENTSATRISKANDTHOSEWITHDISABILITIESINSEE-ISBN-92-64-03615-6®OECD2006 8-TABLEOFCONTENTS Tenchertrnining (^nnrliisinn ^65 AUTHORS 367 BTRUOGRAPHY BosniaandHerzegovina 369 Bulgaria 371 Croatia 372 FYRofMacedonia ^75 Kosovo ^76 Moldova 376 Montenegro 377 Romania 377 Serbia 378 EDUCATIONPOLICIESFORSTUDENTSATRISKANDTHOSEWITHDISABILITIESINSEE-ISBN-92-64-03615-6©OECD2006