(updated 25 March 2003)
Following the changes from October 2000, the current educational system in Serbia is in a transition period, as well as the relevant legislative (***, 2001j). Recently, the support for educational reform is provided by the Open Society Fund, by signing the protocol on a long-term cooperation with the Ministry of Education and Sport (MoES) in May 2002. In Serbia, comprehensive SE is not a part of the curriculum. Some relevant SE contents are present as a part of biology classes, or in the form of expert's guest lectures, mostly due to an individual teacher's initiative. In 1998 the National Family Planning Center started with the project of establishing Counseling Centers for Adolescents' Reproductive Health at the level of primary health care and within school clinics. Later additionally supported by UNICEF, the Counseling Centers provide individual consultations, diagnostics and primary care for reproductive health, as well as educational group work with both girls and boys. During 1999 the MoES was giving support to 'Youth education for human relations and family planning', a program largely framed by population and demographic policies, and based on the traditional understandings of gender, family and reproduction.Recent research on adolescent reproductive and sexual health indicates a high prevalence of RSB, a low awareness of STIs and contraceptives, a decline of average age at first intercourse, and the growing number of STIs, unwanted pregnancies, and abortions (Pešic et al, 2000; Brankovic, 2002). A need for school-based SE and peer education programs is emphasized as a part of the recommendations regarding CEDAW's Article 12 'Reproductive health and access to health care' of the (Brankovic, 2002). In the area of health care, one of the suggested measures is to develop programs that are focused not only on providing accurate information, but also on changing young people's attitudes and behaviors (Pešic et al, 2000).
With reference to gender equality, there are no systematic education guidelines
addressing this issue in schoolwork in Serbia. However, the notion of gender
equality is a part of the curriculum for 'Education for democratic citizenship'
(EDC), a new subject, still not fully integrated in the educational system.
In addition, teachers of EDC were, together with Serbian language teachers,
a key target group in the pilot project for school teachers education on gender
equality (described below). The lessons learned from this project outline future
work possibilities considering the integration of gender issues into the educational
system (Milenkovic et al, 2002).
As a part of my study visit to Belgrade, I was invited by the Institute for
Educational Research to give a short lecture on the issue of gender equality
and sexuality education. The lecture was held at the Institute and included
presentations of CESI's 'Building Gender Awareness' program and my IPF project.
The discussion that followed provided information on the current situation of
the educational system in Serbia, and on existing NGO programs in the field
of education on gender equality and/or sexuality. This was also an opportunity
for the exchange of information and publications with the present NGO representatives.
The article 'HIV epidemics Changed Europe's Curricula: Sexuality Education in
Croatia too' reporting on the event, was published in the daily newspaper 'Politika'.
The following part lists my contacts and resource persons, together with the short description of their relevant activities.
Biljana Brankovic and Ana Popovicki, CARE International Yugoslavia. This international organization, in the period from April to October 2002, conducted and evaluated the pilot project 'Basic gender awareness for primary and secondary school teachers in Serbia', funded by Canadian International Development Agency (CIDA). The primary goal of this project, targeting 200 teachers in 20 primary and secondary schools in Belgrade, was to develop and implement a model of training for teachers on the topics of sex/gender difference, gender stereotyping, and the social construction of gender roles, as well as to organize local, school actions around the issues of gender equality and in that way to start changes in the educational system. Evaluation findings indicate that the project made 'the first step' in this direction, and established an excellent co-operation with the MoES, which strongly supports cross-curricular implementation of gender awareness program. However, for the reasons of sustainability and cultural sensitivity, it is recommended that future implementation agencies should be local NGOs with support from international funding (Milenkovic et al, 2002). In addition, a regional collaboration was developed with CESI.
Aleksandar Weisner and Maja Gargenta, The School of Alternative Pedagogy, Pancevo. This is a NGO that works on the long-term strategic development of educational theory and practice. In 1997, they designed, implemented, and evaluated an educational model for training of primary school teachers in the area of SE. The outcome of the project is a comprehensive manual - 'It's Easy: Workshops on Sexuality Education Issues' (***, 1997b) - which includes a short theoretical section, a detailed methodological framework and the guidelines for facilitating workshops, and the extensive list of educational activities. This handbook is intended for educators working with 6 - 14 years old children, and covers the wide spectrum of SE topics, such as reproductive anatomy and physiology, puberty, assertiveness, masturbation, contraception, STIs (including HIV/AIDS), abortion, and gender roles. The implementation of this educational program is being negotiated with the local authorities.
Marija Rakovic, Youth Information Center. This NGO started with the project 'SRCE - Sexuality, Reproduction, Contraception, and Education', as a part of the regional project 'Promoting Sexual and Reproductive Health Services and Human Rights for Youth and Adolescents in the Balkans', coordinated by IPPF EN. The main objective of the project is to implement various educational, informational and communicational programs on sexual and reproductive health and rights for young people. The project should be realized through intensive work with relevant stakeholders, including marginalized and socially excluded groups of young people, all relevant NGOs and educators, family planning associations, media, and government's institutions in the sectors of health, education, and youth and social work.
Biljana Maletin and Tanja Ignjatovic, Voice of Difference-Group for Promotion of Women's Political Rights. Their activities, among others, include drafting laws, conducting research and advocating for gender equality policies, as well as organizing educational programs on gender equality for both NGOs and the institutional sector.
Tamara Milanov, Postpesimists Belgrade. A NGO established in 1997, works with young people in the areas of human rights, conflict-resolution, and interethnic communication. They organized a couple of trainings of trainers on gender relations for young people, activists, and educators from Serbia and Montenegro.
Suncica Vucaj, Center for Girls and SOS Telephone. A NGO established in 1994, works primarily with girls and young women aged 12 - 22. One of their educational programs for adolescent girls - 'Partnership relations' - includes a series of participative workshops on topics such as gender relations, feelings, love, violence in partnerships, sexuality, choice and responsibility, assertiveness, self-respect, and tolerance for differences.
Viktorija Cucic, Yugoslav Association Against AIDS (JAZAS). A NGO established in 1994, works primarily in the area of AIDS prevention through, among others, educational programs (including peer-educators training) in primary and secondary schools. Their activities were supported by the former Ministry of Youth and Sport, but recently their educational programs are sporadic, often with not enough funds.
Aleksandra Petrovic, the Institute for Educational Research. As a part of their research activities, the Institute conducts the annual comparison of girls' and boys' school achievements.