Drafting a Common Curriculum Framework in Bosnia and Herzegovina

At the end of the war in Bosnia and Herzegovina (BiH) in 1995, the three main constituencies in the conflict (Bosnians, Serbs, and Croats) had the prerogative to select or develop their own curriculum, leading to concern that the curricula would reflect ethnic or religious bias and increase divisions in BiH.

 

In 2003-2004, the IBE provided technical assistance to the education authorities of Bosnia and Herzegovina with regard to primary and secondary curriculum development. More than 60 specialists were trained to manage curriculum processes, as well as to develop curriculum frameworks and syllabuses that integrate and reflect learner- centered approaches.

 

The projects tackled the major challenge of shifting away from a content-based approach to an outcomes-based approach of developing and implementing syllabuses and learning materials for primary and secondary education. They equally envisaged new models of effectively assessing such commonly-defined learning outcomes instead of privileging the evaluation of memorized pre-fabricated knowledge that very often promoted ethnic, religious and/or gender biases. The development of a common curriculum framework was eyed as a solution to enhance education quality and equality in Bosnia and Herzegovina in compliance with harmonized references and guiding principles.

 

One of the main lessons learned in the process concerns the benefits of working with ethnically-mix groups against some commonly accepted goals and procedures especially in post-conflicts contexts were ethnic divisions were considerable obstacles towards living and working together.

 
Three-day launching seminar (Neum, May 2004)

Second seminar (Jaharina, September 2004)


Third seminar (Banja Luka, October 2004)

 

 

See also:

 

Second Education Policy Meeting of the BiH Ministers of Education (Sarajevo, 6 December 2004)