In the second half of 2011, a Working Group formed by the Ministry of Education and Science of the Sarajevo Canton conducted an Analysis of the Curricula for Nine-Year Primary Education that were developed over the past seven years as part of the reform process and the introduction of a new educational concept. The aim of the Analysis was to determine whether and to what extent the principles and goals from the reform documents have been translated into specific content, program requirements and tasks in the Curricula.

One grade from each triad (III, VI and VIII) was selected as a sample, and the overall organization and structure of the Curricula were analyzed, as well as the introduction of a curricular approach, educational areas and development cycles, as well as the respect for the pedagogical principles of the modern educational system and teaching practice.

The results of the analysis showed that the reform was only formally implemented by introducing a nine-year primary education divided into three cycles. Essentially, the Curricula retained all the characteristics of the traditional program with highly prescriptive content that is separated into separate subjects and with a dominantly frontal method of work. As such, it does not meet the needs of Bosnian society or the specific educational needs of children.

The conclusions and recommendations resulting from the Analysis indicate the need to restructure the Curriculum, i.e., to develop a new, modern curriculum organized through triads and based on learning outcomes. This primarily means creating a single Framework Curriculum that would define all essential elements of the education system and would serve as a basis for developing common cores, programs for individual teaching areas, as well as school and grade curricula. It is particularly important that the development of the new curriculum acknowledges and fully integrates the principles of modern educational theory and practice, so that the curriculum is:

• child-centered, developmentally appropriate, inclusive, and flexibly structured;
• content-wise, thematically, and conceptually integrated;
• based on modern learning theories that ensure that children are active participants in the entire process and that they develop the ability to learn throughout their lives;
• focused on developing higher order thinking skills, problem solving, knowledge transfer and independent reasoning;
• culturally sensitive, aimed at appreciating diversity, and developing a sense of social justice;
• based on learning outcomes and measurable results as a basis for continuous monitoring and evaluation of children’s progress;
• open to partnership with family and community in all aspects of school work.

[Bosnian]

Analiza Nastavnog plana i programa za devetogodišnje osnovno obrazovanje u KS

U drugoj polovini 2011. godine Radna grupa formirana od Ministarstva obrazovanja i nauke Kantona Sarajevo izvršila je Analizu Nastavnih planova i programa za devetogodišnje osnovno obrazovanje koji su razvijeni u proteklih sedam godina kao dio procesa reforme i uvođenja nove odgojno-obrazovne koncepcije. Cilj Analize je bio utvrditi da li su i u kojem obimu principi i ciljevi iz reformskih dokumenata pretočeni u konkretne sadržaje, programske zahtjeve i zadatke u NPP-ima.

Kao uzorak je odabran po jedan razred iz svake trijade (III, VI i VIII), pri čemu je analizirana cjelovita organizacija i struktura NPP-a, uvođenje kurikularnog pristupa, odgojno-obrazovnih oblasti i razvojnih ciklusa, kao i uvažavanje pedagoških principa savremenog odgojno-obrazovnog sistema i nastavne prakse.

Rezultati analize su pokazali da je reforma provedena samo formalno uvođenjem devetogodišnjeg osnovnog obrazovanja podjeljenog u tri ciklusa. Suštinski, NPP je zadržao sve karakteristike tradicionalnog programa sa krajnje preskriptivnim sadržajima koji su odvojeni u zasebne predmete i sa dominantno frontalnom metodom rada. Kao takav on ne odgovara ni potrebama bosanskohercegovačkog društva ni specifičnim obrazovnim potrebama djeteta.

Zaključci i preporuke proizašle iz Analize ukazuju na potrebu za restuktuiranjem NPP-a, odnosno izradu novog, savremenog kurikuluma organizovanog kroz trijade i utemeljnog na ishodima učenja. To prvenstveno znači kreiranje jedinstvenog Okvirnog kurikuluma u kome bi bili definisani svi bitni elementi obrazovnog sistema i koji bi poslužio kao osnova za izradu zajedničkih jezgri, programa za pojedina nastavna područja, kao i školskog i razrednog kurikuluma. Posebno je važno da izrada novog kurikuluma uvaži i u potpunosti integriše principe savremene odgojno-obrazovne teorije i prakse, kako bi kurikulum bio:

• usmjeren na dijete, razvojno primjeren, inkluzivan i fleksibilno struktuiran;
• sadržajno, tematski i konceptualno integrisan;
• utemeljen na savremenim teorijama učenja kojima se osigurava da su djeca aktivni učesnici cijelog procesa i da razvijaju sposobnost za učenje cijeloga života;
• fokusiran na razvoj sposobnosti mišljenja višeg reda, rješavanje problema, transfer znanja i samostalno zaključivanje;
• kulturološki osjetljiv, usmjeren na uvažavanje različitosti, i razvijanje osjećaja za društvenu pravdu;
  zasnovan na ishodima učenja i mjerljivim rezultatima kao osnovom za kontinuirano praćenje i procjenjivanje napredovanja djece;
• otvoren za partnerstvo sa porodicom i zajednicom u svim aspektima rada škole.