Education policies for students at risk and those with disabilities in south eastern europe : Bosnia-Herzegovina, Bulgaria, Croatia, Kosovo, FYR of Macedonia, Moldova, Montenegro, Romania and Serbia

379 Pages·2006·1.665 MB·English

by  OECD

Education Policies for Students at Risk
and those with Disabilities in South Eastern
Europe
Education Policies
BOSNIA-HERZEGOVINA, BULGARIA, CROATIA,
KOSOVO, FYR OF MACEDONIA, MOLDOVA,
for Students at Risk
MONTENEGRO, ROMANIA AND SERBIA
and those with
This publication is part of the project on Education Development for Students at Risk E
and those with Disabilities in South Eastern Europe. This project was carried out by the du Disabilities in
OECD within the framework of the Stability Pact for South Eastern Europe. It contributes c
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Training Systems in Europe”. More specifically, the countries’ efforts focus on the objective o
of widening access to quality education and ensuring equal opportunities for all. The lic
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of special needs education in South Eastern Europe. fo BULGARIA, CROATIA, KOSOVO,
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Education Policies
for Students at Risk
and those with
Disabilities in
South Eastern Europe
BOSNIA-HERZEGOVINA, BULGARIA, CROATIA,
KOSOVO, FYR OF MACEDONIA, MOLDOVA,
MONTENEGRO, ROMANIA AND SERBIA
ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT
ORGANISATION FOR ECONOMIC CO-OPERATION
AND DEVELOPMENT
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provides a setting where governments can compare policy experiences, seek answers to
common problems, identify good practice and work to co-ordinate domestic and
international policies.
The OECD member countries are: Australia, Austria, Belgium, Canada, the
Czech Republic, Denmark, Finland, France, Germany, Greece, Hungary, Iceland,
Ireland, Italy, Japan, Korea, Luxembourg, Mexico, the Netherlands, New Zealand,
Norway, Poland, Portugal, the Slovak Republic, Spain, Sweden, Switzerland, Turkey,
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Communities takes part in the work of the OECD.
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This work is published on the responsibility of the Secretary-General of
the OECD. The opinions expressed and arguments employed herein do not
necessarily reflect the official views of the Organisation or of the governments
of its member countries.
Also available in French under the title:
Les politiques d’éducation pour les étudiants à risque
et ceux présentant un handicap en Europe du Sud-Est
BOSNIE-HERZÉGOVINE, BULGARIE, CROATIE, KOSOVO,
L’EX-RÉPUBLIQUE YOUGOSLAVE DE MACÉDOINE, MOLDAVIE, MONTENEGRO, ROUMANIE ET SERBIE
© OECD 2006
No reproduction, copy, transmission or translation of this publication may be made without written permission.
Applications should be sent to OECD Publishing: [email protected] or by fax [phone]. Permission to photocopy a
portion of this work should be addressed to the Centre français d'exploitation du droit de copie, 20, rue des
Grands-Augustins, 75006 Paris, France ([email protected]).
3
FOREWORD –

Foreword
These reports on the situation of education development for students at
risk and those with disabilities in South Eastern Europe have been prepared
by the Centre for Co-operation with Non-Member Economies (CCNM) and
the Centre for Educational Research and Innovation (CERI) of the OECD.
They contribute to the commitment of the OECD to the overall aims and
strategies of the Education Reform Initiative of the Stability Pact for South
Eastern Europe by taking stock of the current situation and contributing to
the identification and implementation of education policies of ministries of
education in this region.
This book offers reports on special needs education policies of education
systems in Bosnia-Herzegovina, Bulgaria, Croatia, Kosovo, FYR of
Macedonia, Moldova, Montenegro, Romania and Serbia. These reports are
part of the follow-up of the Reviews of National Policies for Education in
South Eastern Europe (OECD, 2003). This volume, for the most part, offers
contributions by ministry experts from the region itself. This clearly
indicates the commitment and attention of education ministries in South
Eastern Europe for issues of education for children with special needs within
the framework of ongoing education reform.
The country reports, being one of the cornerstones of the project
“Education Development for Students at Risk and those with Disabilities in
South Eastern Europe”, serve not only as a reference point but also as
encouragement for further action in this field. Following these findings, a
number of seminars and related activities have been and will be organised
for key stakeholders: ministry officials, experts, teachers and statisticians.
Furthermore, the intention is to disseminate the findings of these reports to
the widest possible audience, thus encouraging the various efforts in the
countries themselves.
This OECD activity was made possible by grants from Finland, Norway,
the Flemish Community of Belgium and the World Bank. Additional
support was provided by the Austrian Ministry for Education, Science and
Culture and the Stability Pact for South Eastern Europe.
EDUCATION POLICIES FOR STUDENTS AT RISK AND THOSE WITH DISABILITIES IN SEE – ISBN-92-64-03615-6 © OECD 2006
4
– TABLE OF CONTENTS

Overall co-ordination and substantive support were provided by Peter
(cid:1)(cid:2)(cid:3)(cid:4)(cid:5)(cid:6)(cid:7) (cid:8)(cid:9)(cid:10)(cid:11)(cid:5)(cid:12)(cid:11)(cid:4)(cid:13)(cid:7) (cid:14)(cid:12)(cid:10)(cid:15)(cid:16)(cid:17)(cid:13)(cid:10)(cid:18)(cid:13)(cid:10)(cid:6)(cid:7) (cid:19)(cid:13)(cid:10)(cid:9)(cid:3)(cid:10)(cid:20)(cid:7) (cid:21)(cid:15)(cid:22)(cid:3) (cid:7) (cid:3)(cid:4)(cid:20)(cid:7) (cid:23)(cid:3)(cid:4)(cid:7) (cid:24)(cid:9)(cid:11)(cid:12)(cid:16)(cid:3)(cid:4)(cid:6)(cid:7) (cid:22)(cid:11)(cid:12)(cid:9)(cid:7)
technical support from Conor Breen and Ginette Mériot of the OECD
Secretariat.

Barbara Ischinger
EDUCATION POLICIES FOR STUDENTS AT RISK AND THOSE WITH DISABILITIES IN SEE– ISBN-92-64-03615-6 © OECD 2006
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TABLE OF CONTENTS –

Table of Contents
INTRODUCTION – SYNTHESIS REPORT..................................................9
CHAPTER 1 – BOSNIA & HERZEGOVINA
Introduction........................................................................................................29
Legislative framework........................................................................................32
Policy review focusing on special groups...........................................................37
Statistics and indicators......................................................................................51
School organisation............................................................................................67
Pedagogy............................................................................................................71
Curriculum..........................................................................................................72
Teacher training..................................................................................................75
Conclusion..........................................................................................................77
CHAPTER 2 – BULGARIA
Introduction........................................................................................................81
Legal framework.................................................................................................83
Policy review focusing on special groups...........................................................85
Statistics and indicators......................................................................................92
School organisation, pedagogy and curriculum..................................................94
Teacher training..................................................................................................98
Conclusion..........................................................................................................99
CHAPTER 3 – CROATIA
Introduction......................................................................................................103
Legislative framework......................................................................................104
Policy review focusing on special groups.........................................................108
EDUCATION POLICIES FOR STUDENTS AT RISK AND THOSE WITH DISABILITIES IN SEE – ISBN-92-64-03615-6 © OECD 2006
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Statistics and indicators....................................................................................118
School organisation..........................................................................................125
Pedagogy..........................................................................................................130
Curriculum........................................................................................................132
Teacher training................................................................................................138
Conclusion........................................................................................................143
CHAPTER 4 – FYR OF MACEDONIA
Introduction......................................................................................................147
Legal framework...............................................................................................149
Policy review focusing on special groups.........................................................152
Statistics and indicators....................................................................................158
School organisation, pedagogy and curriculum................................................163
Teacher training................................................................................................165
Conclusion........................................................................................................166
CHAPTER 5 – KOSOVO
Introduction......................................................................................................171
Legal framework...............................................................................................172
Policy review focusing on special groups.........................................................173
School organisation..........................................................................................179
Statistics and indicators....................................................................................182
Strategic plan for education of children with disabilities.................................187
Conclusion........................................................................................................202
CHAPTER 6 – MOLDOVA
Introduction......................................................................................................207
Legal framework...............................................................................................209
Policy review focusing on special groups.........................................................211
Statistics and indicators....................................................................................220
School organisation..........................................................................................225
Teacher training................................................................................................230
EDUCATION POLICIES FOR STUDENTS AT RISK AND THOSE WITH DISABILITIES IN SEE– ISBN-92-64-03615-6 © OECD 2006
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TABLE OF CONTENTS–

Conclusion........................................................................................................232
CHAPTER 7 – MONTENEGRO
Introduction......................................................................................................237
Legal framework...............................................................................................240
Policy review focusing on special groups.........................................................243
Statistics and indicators....................................................................................259
School organisation..........................................................................................262
Pedagogy..........................................................................................................270
Curriculum........................................................................................................273
Teacher training................................................................................................273
Conclusion........................................................................................................277
CHAPTER 8 – ROMANIA
Introduction......................................................................................................281
Legislative framework......................................................................................282
Policy review focusing on special groups.........................................................285
Statistics and indicators....................................................................................305
School organisation..........................................................................................309
Pedagogy..........................................................................................................314
Curriculum........................................................................................................315
Teacher training................................................................................................322
Conclusions......................................................................................................327
CHAPTER 9 – SERBIA
Introduction......................................................................................................331
Legal framework...............................................................................................333
Policy review on special needs groups.............................................................335
Statistics and indicators....................................................................................347
School organisation..........................................................................................353
Pedagogy..........................................................................................................356
Curriculum........................................................................................................359
EDUCATION POLICIES FOR STUDENTS AT RISK AND THOSE WITH DISABILITIES IN SEE – ISBN-92-64-03615-6 © OECD 2006
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Teacher training................................................................................................362
Conclusion........................................................................................................365
AUTHORS......................................................................................................367
BIBLIOGRAPHY
Bosnia and Herzegovina...............................................................................369
Bulgaria.........................................................................................................371
Croatia...........................................................................................................372
FYR of Macedonia........................................................................................375
Kosovo..........................................................................................................376
Moldova........................................................................................................376
Montenegro...................................................................................................377
Romania........................................................................................................377
Serbia............................................................................................................378
EDUCATION POLICIES FOR STUDENTS AT RISK AND THOSE WITH DISABILITIES IN SEE– ISBN-92-64-03615-6 © OECD 2006