(updated 25 March 2003)
Due to decentralization processes started after 'Dayton Agreement', at present there is not the 'clear' picture of educational system in B&H. There are 13 Ministries of Education (2 entity (Republika Srpska (RS) and Federation), 10 cantonal Ministries, and Brcko district), and 4 levels of educational governance (state (B&H), entity (RS and Federation), canton (in Federation only), and municipalities). Primary schools are under municipal control, and secondary schools are under municipal and cantonal control (***, 2001h). Because the system is so fragmented and legal issues are rather confusing, it is difficult to speak about general curriculum or standards in the context of B&H education. The only new subject integrated in the primary and secondary school curricula is 'civic/social education', but without specified gender equality components. However, some of the required legal mechanisms are already pointed out in the 'Bill on Equality and Equity Between the Sexes in B&H' (May 2002): 'Entitled authorities, educational institutions and other legal parties will ensure that plans, programs, and methods are provided to establish educational system, which will guarantee the elimination of stereotypic programs that result in discrimination and inequality of sexes. Contents that promote equality of the sexes are the integral part of the curricula at all educational levels.'
Moreover, some contributions to the promotion of gender equality in the educational sector are already present. The pilot project 'Promoting Gender Concept in Secondary Education' is an action research project conducted by the Forum of Women in B&H Federation. The aim of the project is to introduce the basic notions of gender equality concept to both students and teachers in six secondary schools and to explore their opinions regarding various aspects of gender relations using a short survey. Based on the analysis of the results, the Action Plan for Educational Sector will be drafted. Preliminary suggestions emphasize a need for the gender analysis of current textbooks; the lack of relevant research and databases; a need for teacher training, as well as a very general recommendation for 'initiating and integrating gender equality education in school programs' (***, 2001i). The other project, a booklet 'Gender Equality in Sociology and Philosophy', gives an example of how some educational contents included in secondary school curricula for sociology and philosophy could be discussed applying gender perspective. In a sociology part, for each of the presented educational themes (division of labor, demographics-population policy, social stratification-access to and control over resources, social roles-family, social movements, politics, and tradition and socialization), there is a theoretical section, as well as additional questions for discussion and other suggestions for group activities. The issues selected form philosophy curriculum and elaborated using gender analysis include: distributive justice, prejudices, stereotypes, discrimination, and injustice (Pavlovic & Vukovic, 2001).
Both projects were funded through 'Gender Equity and Equality Program in B&H', a long-term (2001 - 2005), joint project of the Ministries of Foreign Affairs of Finland and B&H. This project, aiming at the development of gender mainstreaming as a strategy, and the development of techniques and tools for gender equality in the B&H context, is being implemented by the Independent Bureau for Humanitarian Issues (IBHI). This branch of international organization is present in B&H from 1995, and, among other activities, works on gender mainstreaming in both governmental and non-governmental sector, through local capacity building, policy analysis, research and development, and various trainings. IBHI also serves as the Executive Agency for Gender Centers, the governments' expert bodies on the entity level, with mandate to improve women's legal rights, prepare laws and policies, and to ensure equal benefits for both women and men in the development process. Gender Centers, in turn, work in co-ordination with the Gender Equality Parliamentary Commissions, set up in order to ensure gender screening of draft laws submitted to the Parliaments.The establishment of these mechanisms, as well as the fact that there are all together 80 government officials at the state and entity levels - so-called 'Gender Focal Persons' - nominated by different Ministries and responsible for improving gender equity and equality in laws and policies, show a rather strong and developed institutional frame. A good co-operation with the non-governmental sector and the media was additionally emphasized by some of my informants. On the other hand, the obstacles to more quality and efficient implementation of gender equality standards in B&H in general, and in the educational system in particular (as perceived by some of my contacts) include: the 'top-bottom' approach to the appointment of 'Gender Focal Persons' ('these people are not from the movement'); the lack of practice-orientated research; the lack of relevant educational manuals; and a need for more educational programs and activities at the 'grassroots' level .
At present there are no SE programs as a part of school curricula in B&H;
some relevant contents are included in biology class or fragmentally elaborated
during student community classes. According to the UNDP report on youth in B&H,
90 % of young people think that there is a need to establish 'counseling centers
for sex education' (***, 2000e). Results from the survey, on which the UNDP
report (another IBHI project) is based on, also show that 50% of young people
in B&H do not use contraceptives and that only 15 % approves homosexual
communities. In addition, the report includes - as a contribution to some future
national youth policy - recommendations that within the area of 'Sexuality and
Youth' suggest following activities: 'to implement programs focused on increasing
the awareness of potentially risky sexual behavior; to provide young people
with accurate information on family planning and STIs through media and education;
to organize public debates on integration of SE in secondary schools, based
on the best practices of western countries; to start public discussions on the
rights of young homosexual people in B&H.'
One of the current projects aiming at the development of sexual health educational
program for youth is 'Balkan project', run by 'XY - Association for Sexual and
Reproductive Health', a local NGO. This project is a part of the regional project
'Promoting Sexual and Reproductive Health Services and Human Rights for Youth
and Adolescents in the Balkans' (July 2001 - December 2003), coordinated by
IPPF EN. This larger project promotes co-operation between the Family Planning
Associations of Albania, Bulgaria, and Romania, and their partner organizations
in B&H, Croatia, Kosova, Macedonia, and Serbia and Montenegro. The goal
of the B&H project is to implement sexual health program for young people
through a series of activities with relevant stakeholders. The project activities
include peer-education training and workshops on sexual and reproductive health
and family planning in secondary schools.
During this study visit in Sarajevo, my activities included contacts and meetings with the following key-informants and resource persons:
* Samra Filipovic-Hadžiabdic, the Gender Center of the Federation of Bosnia
and Herzegovina
* Lejla Somun, the Independent Bureau for Humanitarian Issues (IBHI)
* Poonam Thapa, IPPF EN
* Emina Kupusija and Tijana Medvedec, XY - Association for Sexual and Reproductive
Health
* Nada Ler - Šofranic, the Women's Network Program, Open Society Fund B&H
* Jan Z. Kulenovic, the Youth Information Agency B&H
* Jelena Kuzmanovic, the Joint Youth Program in B&H
* Amra Pandžo Djuric, the Center for Gender Research, International Forum Bosnia
* Slavica Juka, the Faculty of Pedagogy Mostar