1. Policy development for quality and equity in education – Bosnia and Hercegovina Regional conference “Policy development and monitoring for quality and equity in education” Beograd, 06 – 07.12. 2011 Dženana Husremović Faculty of Philosophy in Sarajevo

2. Where to start? ES in BiH is currently determined more by political forces and speculations then evidence based and scientific influence Public discussion is reduced to development of national and religious identity so one could get a feeling that the main aim of education system is to create well tuned members of some national or religious group No visible and intense discussions on the real aims of education

3. On the other hand... Many evidences that something is wrong in education like: TIMMS results in 2007 / 2008 Increased demand for private tutoring Problems with inclusion (especially for high schools) Constant complaints from professors in higher education and employers about the quality of competences among young people

4. Why? World Bank report for CAE countries: 1.Lack of systematic data on key skills-related performance issues 2.Legacy of central planning 3.Inefficient use of resources Additionally: –No standard curriculum for teacher training on university level, quality of students enrolling teaching faculties –Lack of strong networking http://siteresources.worldbank.org/ECAEXT/Resources/101411_FullReport.pdf

5. Issues of equity If we don’t have an objective data on learning outcomes and employability is it even possible to talk authentically about equity?

6. Key competencies as learning outcomes National research on mapping the presence and cross-curricularity of the key competencies in education on pre- university level with the aim of promoting key competencies as main learning outcomes Recommendation of the European Parliament and of the Council on key competences for lifelong learning, 2006 Key Competences for Lifelong Learning, European Reference Framework, 2007

7. Methodology of research Mapping the key competencies in official curricula, textbooks and teaching practices (student’s and teachers' perspectives) 17 elementary schools, 13 general high schools and 16 vocational schools Questionnaire containing 92 indicators for 12 basic and 4 additional subjects

8. List of key competencies for BiH Communication in the mother tongue Communication in foreign languages Mathematical competence and basic competences in science and technology ICT literacy (digital competence in EU framework) Learning to learn Social and civic competences Sense of initiative and entrepreneurship Cultural awareness and expression Creativity and productive competencies Physical and health competencies

9. Main results of research Competencies are mostly tied to their nominal subjects – ICT literacy, mathematical competence and health competencies as extreme cases Low presence of sense of initiative and entrepreneurship as key competence for life long career development

10. Main results of research Learning to learn – lower average values in perception of students then other competencies Creativity and productive competencies mostly tied to languages and art, no ties with natural sciences Basic competences in science and technology tied to natural sciences, while humanities and social sciences lack this competence

11. Recommendations The research team recommended concrete steps for each competence with the common denominators: –Revision of all curricula with key competencies as learning outcomes –Revision of textbooks and preparation of guidelines for future authors emphasizing key competencies –Trainings for teachers and development of systematic appraisal system

12. Promising improvement Public awareness that something is wrong (special contribution of unskilled and unemployed university graduates) Public debate in FBiH on new frame curriculum for elementary education Strengthening the position and activities of State agency Improvement in cooperation between academic community and other stakeholders

13. Where to go? First, toward appreciation of objective data on efficacy and equity in ES as a base for education policy reform Second, toward more flexibility in school management Third, toward the new and inovative ways of teaching and learning withinn the mainstream education system

14. Thank you for the attention dzenana.husremovic@ff.unsa.ba