an evaluation of teaching and learning-civic_educ 2008 eng.pdf

8/16/2019 An Evaluation of Teaching and Learning-civic_educ 2008 ENG.pdf

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CIVIC EDUCATION IN

MONTENEGRO:

An Evaluation of Teaching and Learning

Ma!"une #$$%

To&i'lav Re()ovac and "ohanna Crightonfor the

*ureau for Educational +ervice' ,*E+- and.oundation O/en +ociet In'titute 0 Re/re'entative Office

Montenegro ,.O+I!ROM-

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Acknowledgements

Thi' re/ort 1a' 1ritten 2 To&i'lav Re()ovac ,Croatia- and "ohanna Crighton ,U3-4 on 2ehalf of the *ureau for Educational +ervice'4 Montenegro4 1ith funding fro& the.oundation O/en +ociet In'titute 0 Re/re'entative Office Montenegro ,.O+I!ROM-5The advice and 'u//ort fro& colleague' at *E+ and .O+I!ROM are gratefullac)no1ledged4 a' are the generou' ho'/italit of 'chool /rinci/al'4 teacher'4 and'tudent' in the 'chool' /artici/ating in the 'urve5 +u//ort for the 'tati'tical anal'i'

1a' /rovided 2 the *E+ 1ith technical advice fro& "ohanna Crighton and George*ethell ,Anglia A''e''&ent-5 +u&&arie' of focu' grou/ di'cu''ion' 1ere tran'lated intoEngli'h 2 Mr' Ta&ara "urlina5 Mr' "urlina and Dr "o()o 3a(telan al'o acco&/aniedthe tea& a' our inter/reter' on 'chool vi'it' around Montenegro5

6articular than)' go to M' And7a *ac)ovi8 and M' Ve'na Vu9urovi8 of the *E+ 1hoarranged our itinerar and /rovided 2riefing' and 2ac)ground infor&ation and to M'Ma7a 3ova9evi8 ,.O+I!ROM Education Coordinator- and M' +an7a Ele;ovi8 ,.O+I!ROMDirector-4 1ho gave u' the 2enefit of their in!de/th )no1ledge of the Montenegro

education ''te& and of the 2ac)ground to the introduction of Civic Education in thecurriculu&5

.inall4 our than)' go to the 'tudent' in the cla''e' 1e o2'erved5 Their fran) re'/on'e'to our 'econdar 'chool' in Montenegro5 The field 1or) 1a' carried out in Ma#$$%4 1hile the focu' grou/' 1ere conducted in "une #$$%5

The ai& of the 'tud 1a' to inve'tigate ho1 'chool'4 teacher'4 /arent' and 'tudent' vie1the introduction of Civic Education4 not onl a' a curriculu& 'u27ect 2ut in relation tothe /rinci/le' and value' of de&ocratic ?citi;en'hi/@ in the contet of 'chool life5 The&ethodolog for the 'tud4 a' agreed 1ith the *E+ and .O+I!ROM4 1a' for the re'earchtea& to vi'it a 'a&/le of /ri&ar and 'econdar 'chool' in ur2an a' 1ell a' rural'etting' to o2'erve CE cla''e' in Bth and >th grade ,/ri&ar- and grade' = and #,'econdar- to conduct 'tructured intervie1' 1ith /rinci/al' and teacher' to conductand anal'e a 'urve of 'tudent' in the CE cla''e' vi'ited and to convene focu' grou/'

1ith teacher' and /arent' in order to o2tain a' 1ide a range of vie1' and data a' /o''i2le 1ithin the fra&e1or) of the 'tud5

In all4 the tea& o2'erved a2out #$ cla''e'4 intervie1ed all 'chool /rinci/al' in the 'a&/le'chool'4 conducted 'tructured intervie1' 1ith CE teacher' in each 'chool4 and o2tainedB re'/on'e' fro& 'tudent' on a #!ite&


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Acronyms and Abbreviations

BES *ureau for Educational +ervice' ,Montenegro-CE Civic EducationCFS Child!.riendl +chool' ,UNICE.-EDC Education for De&ocratic Citi;en'hi/ ,Council of Euro/e-EFA Education for AllEU Euro/ean UnionFOSI-ROM .oundation O/en +ociet In'titute 0 Re/re'entative Office

MontenegroFOSI-ROM ERP .O+I!ROM Education Refor& 6rogra&MDG Millenniu& Develo/&ent Goal' ,lin)ed to Education for All-MES Mini'tr of Education and +cience ,Montenegro-NGO Non!Govern&ental Organi;ationOSI O/en +ociet In'tituteRAE Ro&a4 A'h)aeli4 and Eg/tian'SEE +outh Ea't Euro/eSEN +/ecial Educational Need'

TOR Ter&' of ReferenceUNICEF United Nation' Children' .und

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Table of Contents

Acknowledgements ...................................................................................................... 2 Preface ......................................................................................................................... 2 Acronyms and Abbreviations ...................................................................................... 3

Table of Contents ......................................................................................................... 4

Key findings ................................................................................................................ 5

Reco&&endation' 555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555 F Introduction 555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555 ==

Main Questions Considered by the Evaluation Team .......................................... 11 Methodolog U'ed for the +tud 55555555555555555555555555555555555555555555555555555555555555555555555 = In'tru&ent' u'ed 55555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555 = Re'ult' 5555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555 = +tudent 'urve Montenegro Civic Education Ma #$$% 55555555555555555555555555555555555 =

Summary of Survey indings ............................................................................................ 1!+u&&ar of .inding' fro& the Cla''roo& O2'ervation' 5555555555555555555555555555555555555555555555555#$

+u&&ar of .inding' fro& the .ocu' Grou/'55555555555555555555555555555555555555555555555555##Three focu' grou/ &eeting' 1ere held in 6odgorica on # and # "une #$$%5One 1a' for /ri&ar 'chool CE teacher'4 one for gi&na;iu& CE teacher'4 andone for /arent' of 'tudent' in CE cla''e' at 2oth level'5 Each focu' grou/con'i'ted of % /artici/ant'4 and la'ted t1o hour'5 Teacher' ca&e fro& all overthe countr4 1hile /arent' 1ere fro& 6odgorica and Ni)(i85 The di'cu''ion'

1ere recorded and tran'cri2ed4 1ith 'no/'e' in Engli'h5 The follo1ing 'ection 1ill 'u&&ari'e the )e /oint' rai'ed 2 the focu' grou/'5 5555555555555555555555555555555 ## .ocu' Grou/ I: 6ri&ar +chool Teacher' 555555555555555555555555555555555555555555555555555555555 ##

#5 The tet2oo)5 55555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555 ##iii5Teaching &ethod'5 555555555555555555555555555555555555555555555555555555555555555555555555555555555555 #

iv5A''e''&ent5 555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555 # v5Teacher co&/etence5 55555555555555555555555555555555555555555555555555555555555555555555555555555555555555 #

vii.Improvement of quality. ................................................................................. !

". Classroom #climate$ and motivation for learning. ............................................... 2">5 I&/rove&ent of .ocu' Grou/ : 6arent' 5555555555555555555555555555555555555555555555555555555555555555555555555555555555 #>+u&&ar of .inding' fro& Teacher Intervie1' 5555555555555555555555555555555555555555555 #F

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Executive Summary

Key findings

• The most impot!nt findings fro& the o2'erved cla''e' 'ugge't that the va't

&a7orit of teacher' are full a1are of the i&/ortance of o/en 2ut re'/ectfulcla''roo& dyn!mi"s4 and that the devote a lot of their thin)ing and e/erti'eto achieving it5 In al&o't all cla''roo&'4 1e 'a1 a ver good 1or)ing at&o'/hereand it 1a' o2viou' that 'tudent' donHt have an /ro2le&' in follo1ing t#e $%esof "omm$ni"!tion in the cla''roo&5 +tudent' 1ere generall intere'ted in

1hat 1a' going on and &otivated to do the 1or) a''igned 2 the teacher5 Thelevel of st$dents& p!ti"ip!tion 1a' fairl high4 and the 1ere oftenencouraged to /re'ent their vie1' and thought' to the other'5

• Nearl all /rinci/al'4 teacher'4 'tudent' and /arent' 1ere positi'e a2out theintroduction of Civic Education5 The 2elieved it hel/' 'tudent' to develo/ theirinde/endent thin)ing and rea'oning ')ill'4 and /re/are the& for their role a'

citi;en'5 The &ethodolog u'ed in CE al'o encourage' the& to ea&ine i''ue'and value' that are not u'uall addre''ed in other 'u27ect'5

• +o&e concern' 1ere rai'ed a2out time-t!(%ing CE4 a2out the level of difficultof 'o&e of the &aterial for the ounger 'tudent'4 and a2out the need for/rofe''ional develo/&ent of CE teacher'5

• Although CE i' a "omp$%soy 'u27ect in /ri&ar grade' B and >4 &o't teacher'4/arent' and 'tudent' thin) it i' right that4 at gi&na;iu& level4 it 'hould 2e a

'o%$nt!y choice5 The general vie1 i' that allo1ing older 'tudent' a choice i' arecognition that the 'hould 'tart to ta)e re'/on'i2ilit for their o1n learning4and al'o reflect' the /rinci/le of de&ocratic freedo&5

• Other' 2elieve that CE develo/' value' and citi;en'hi/ ')ill' that are needed 2ever oung /er'on4 and that therefore the t1o co&/ul'or ear' in /ri&ar'chool 'hould 2e etended to grade' % and F and /o''i2l to the fir't t1o ear' ofgi&na;iu&4 2ut thi' a//ear' to 2e a &inorit vie1 at /re'ent5

• An i&/ortant concern i' a2out time-t!(%ing CE cla''roo& hour' 1ithin theoverall curriculu&5 A 'ignificant nu&2er of 'tudent' ,and teacher'- 'aid thatle''on' often atte&/t to cover a great deal of co&/le &aterial in a !&inute/eriod4 and that one le''on a 1ee) 1a' not 'ufficient to cover the curriculu&5+everal 'chool' vi'ited tried to re'olve thi' 2 'cheduling a F$!&inute /eriodever t1o 1ee)' for CE4 1hich allo1' &ore ti&e for /re/aration and di'cu''ion

2ut ha' the di'advantage of reducing the nu&2er of ti&e' the teacher and thecla'' &eet /er ter&4 e'/eciall 1hen there are 'chool holida'5 +o&e teacher''aid the onl &et their cla''e' t1o or three ti&e' in a given &ar)ing /eriod5

• A related i''ue i' that CE cla''e' are often 'cheduled !t t#e end of ! s"#oo%d!y 4 1hich 'end' the 'u2li&inal &e''age that CE i' le'' intellectuall de&andingthan other 'chool 'u27ect'4 and can therefore 2e 'cheduled 1hen 'tudent' andteacher' are tired and read to go ho&e5 The legiti&ac of CE a' a ?'eriou'@'u27ect could 2e enhanced 2 &ore full incor/orating it into the 'chool da5

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• In relation to the "$i"$%$m) the con'en'u' i' that the to/ic' covered arei&/ortant4 and that 0 certainl at gi&na;iu& level 0 the curriculu& i' age!a//ro/riate5 *ut a 'ignificant nu&2er of teacher' and /arent' /artici/ating in thefocu' grou/' and intervie1' 'aid that 'o&e of the &aterial i' difficult for Bth and>th!grader'4 and &ight 2e 2etter /o't/oned until the'e children are a little older5

T%e ma&ority of 'rimary sc%ool teac%ers suggested t%at t%e curriculum contentmig%t be too e(tensive. At gi&na;iu& level4 1here at the ti&e of thi' 'tud there

1a' not et a co&&on tet2oo)4 it 1a' le'' difficult for teacher' to 2e creativeand u'e cla'' ti&e to introduce to/ic' of intere't to teenager'4 'uch a' healthlife'tle'4 fa&il relation'hi/'4 and 'eualit5

• The /ri&ar 'chool te*t(oo+ i' con'idered to 2e u'eful4 ece/t that for ounger'tudent' ,grade B- 'o&e of the &aterial covered i' difficult to gra'/5 6arent' andteacher' felt that 'o&e to/ic' could 2etter 2e /o't/oned until later4 /erha/'etending CE into grade % andor F to &a)e a &ore continuou' lin) 1ithgi&na;iu& grade =5 M!tei!%s other than tet2oo)' are lac)ing4 in /articular atgi&na;iu& level 1here ,at the ti&e of thi' 'tud- there 1a' no tet2oo) andteacher' have to i&/rovi'e their o1n &aterial'5 In /articular4 there are fe1&aterial' availa2le for additional reading 2 older 'tudent' 'chool li2rarie' haveonl a li&ited 'u//l of literature relevant to CE5 On the other hand4 'o&egi&na;iu& teacher' li)ed the fact that the are not con'trained 2 a '/ecifictet2oo)4 2ut could choo'e to/ic' and &aterial' that fit the intere't' and &aturitof their 'tudent'5

• The i&/re''ion gained 2 the tea& i' that CE i' 'een 2 &an a' an o//ortunitto introduce inter!active met#ods of %e!ning !nd te!"#ing into a 'till fairltraditional curriculu&4 and 'o&eti&e' al'o a' a 1a to in'til &oral value'5 Thi'&a reflect a lac) of clarit a2out 1hat CE i' 2ut in the 2e't ca'e'4 it &a al'o 2ethat CE give' 'tudent' a &uch!needed o//ortunit to di'cu'' their concern' andhone their rea'oning and co&&unication ')ill' in an o/en and non!7udg&entalenviron&ent5

• On the other hand4 the tea& o2'erved far too &an le''on' ,e'/eciall at /ri&arlevel- 1here teacher' did not &a)e o/ti&al u'e of the ti&e availa2le5 Theu2i


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cultural a1arene'' ha' a /lace in CE 2ut the 'i&ilarit of the'e ?/o'ter 'e''ion'@fro& 'chool to 'chool ,and /ro2a2l fro& ear to earJ- 'ho1' a lac) ofi&agination in teaching CE4 and al'o under&ine' the 'u27ect' /erceived'eriou'ne'' in relation to4 'a4 &athe&atic' or literature5

• The (est %essons o2'erved 2 the tea& 1ere tho'e 1here teacher' found 1a' of

engaging the whole class in active di'cu''ion of a to/ic that related to the'tudent' o1n e/erience or intere't' or 1here /art of the le''on 1a' u'ed foractive '&all!grou/!1or)4 for ea&/le 1here 'tudent' 1ere given a '/ecific ta') toco&/lete in '&all tea&'4 and then /re'ent ,and di'cu'' 1ith the cla'' and theteacher- their o1n '/ontaneou' vie1' and idea'5 I&/ortant ')ill' 'uch a' activeli'tening4 logical rea'oning4 de2ating4 and develo/ing idea' 1ere encouraged4re'ulting in an at&o'/here of engage&ent and /o'itive energ5

• Thi' rai'e' the i''ue of 'u27ect!'/ecific pofession!% de'e%opment ofte!"#es5 6ri&ar 'chool teacher' 1ere4 in general4 2etter /re/ared and had&ore in!'ervice 'e&inar' or 1or)'ho/' '/ecific to CE4 2ut the 'till felt theneeded &ore !! and &ore continuou' !! /rofe''ional develo/&ent4 not onl

through 'e&inar' 2ut through interaction 1ith other teacher' of CE in other'chool'4 an echange of le''on /lan' and &aterial'4 and regular &eeting'5 Atgi&na;iu& level4 there a//ear' to 2e a 'eriou' lac) of ''te&atic CE!related/rofe''ional develo/&ent4 and the tea& heard on 'everal occa'ion' that teacher'of other 'u27ect' had 'i&/l 2een a''igned to teach CE 2ecau'e the had 'o&ehour' availa2le in their 1or)load5 In /ractice4 thi' 'o&eti&e' &eant thatteacher' u'ed their u'ual teaching &ethod' in CE cla''e'4 rather than u'e ti&e fordi'cu''ion4 grou/ 1or)4 or other &ore inter!active 1a' of teaching and learning5

• At 2oth /ri&ar and gi&na;iu& level4 teacher' 'aid that the Asso"i!tion of CETe!"#es could /la a &uch 2igger role4 /erha/' not onl in /rofe''ionaldevelo/&ent 2ut in 'erving a' a clearing!hou'e for innovative le''on /lan' or

&aterial'4 for ea&/le through a 1e2 'ite5 A regular ne1'letter or &aga;ine forCE teacher' 1a' al'o &entioned5 In future4 the A''ociation &ight al'o have a rolein de'igning and i&/le&enting a /rofe''ional !""edit!tion &echani'& forteacher' of Civic Education5 +uch a &ove 1ould enhance the 'tatu' of CE a' a?'eriou'@ acade&ic 'u27ect re


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Thi' i' &ainl 2ecau'e there i' 'o little clarit a2out the !ssessment of 'tudent learningin Civic Education5 A fe1 teacher' 'aid the u'ed 'o&e for& of te'ting other' 2a'edtheir &ar)' on cla''roo& or grou/ /artici/ation4 /re'entation of /o'ter'4 and 'i&ilarfor&' of 'tudent activit5 At /re'ent4 ver fe1 teacher' u'e de'cri/tive &ar)ing4/ro2a2l 2ecau'e there i' no clear under'tanding of 1hat4 in CE4 con'titute' a'ati'factor or un'ati'factor level of 'tudent achieve&ent5 +o&e teacher' 2elieve that

there 'hould not 2e any &ar)' in CE ,ece/t de'cri/tive &ar)ing-4 and the circu&ventthe /ro2le& 2 giving all 'tudent' the same &ar) ,u'uall a -4 1hich in e''ence &ean'the give no &ar)' at all5 o1ever4 thi' then rai'e' $% >Ro&a children 1ere in Grade =4 thi' dro//ed 'har/l to #F in Grade # =>F in Grade =>$ in Grade andonl % &ade the tran'ition fro& Grade into Grade 5 Thi' &ean' a ?'urvival@ rate of less than 13% toGrade 5. If CE i' to have an i&/act on the live' of the'e children4 the CE value' &u't 2e /art of the entire'chool etho' right fro& Grade =: 2ecau'e 2 Grade B 0 1hen CE 2eco&e' /art of the curriculu& !! &o't ofthe& 1ill have dro//ed out5

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Re"ommend!tions

System and Schools

• Although CE a//ear' to 2e 1ell acce/ted 2 'chool'4 teacher'4 /arent' and'tudent' a' /art of the for&al curriculu&4 it &u't 2e &ade clear to 'chooldirector' and teacher' that the '!%$es !nd pin"ip%es of CE "!nnot (e"onfined to CE "%!sses) 2ut &u't 2e reflected in everthing the 'chool and the'chool co&&unit do in their da!to!da interaction'5 +i&ilarl4 inclu'ion of+EN children 1ill onl 2e achieved if the &ain'trea& 'chool' 2uild an in"%$si'e!ttit$de to/!ds !%% "#i%den4 and in'til the'e value' 01ith the hel/ of CE !!in their teaching 'taff a' 1ell a' in 'tudent' and /arent'5

• Revie1 the curriculu&4 e'/eciall at gi&na;iu& level5 *ecau'e each ear ne1'tudent' can o/t for CE4 large /art' of the fir't!ear CE curriculu& need to 2ere/eated for ne1co&er' in the 'econd ear5 The grou/ 'ugge'ted having t1o

grou/' 0 one for ne1co&er'4 and one for 'tudent' 1ho are continuing 1ith CEafter ear =5

• The ai& &u't 2e to create a ,"#i%d-fiend%y) ig#ts-(!sed !nd in"%$si'e'chool and education ''te&5 In #$$>4 the *ureau for Educational +ervice'4together 1ith UNICE.!Montenegro and the Mini'tr of Education4 initiated thedevelo/&ent of Child!.riendl +chool ,C.+- 'tandard' for Montenegro4 2a'ed ona ''te& of 5

At /re'ent4 CE cannot 2e ta)en a' a 'e/arate 'u27ect nor i' it on the li't ofo2ligator elective' that could 2e co&2ined 1ith other4 'i&ilar 'u27ect' forMatura 'tandard5 Thi' inevita2l affect' CE' 'tatu' a' a curriculu& 'u27ect4 andthu' it' attractivene'' to 'tudent' and /arent' at gi&na;iu& level5 At lea't4 it'hould 2e on the li't of o2ligator elective' 1ith the /o''i2ilit of co&2ining it

1ith another 'u27ect for Matura 'tandard5

•Recon'ider the timet!(%ing of CE to &a)e o/ti&u& u'e of availa2le ti&e al'orecon'ider etending CE into grade % or &a2e grade F in order to &a)e a'&oother tran'ition into gi&na;iu&5

• Etend o//ortunitie' for /rofe''ional develo/&ent of CE teacher'4 not onlthrough for&al 'e&inar' 2ut through infor&al 1a' of co&&unication andechange al'o4 ta)e care that teacher' receive certificate' for the 'e&inar' theattend5 Thi' 1ould 2e an incentive for teacher' to 2eco&e 2etter


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in due cour'e 0 to la the ground1or) for for&al accreditation of teacher' ofCivic Education5 In thi' connection:

• Etend the role of the A''ociation4 for /ur/o'e' of /rofe''ional develo/&ent4net1or)ing4 echange of &aterial' and 2e't /ractice' and accreditation5

Teaching and Assessment

• *e 'ure that 'chool' u'e alread trained CE teacher' in'tead of a''igning CEcla''e' to teacher' 1ho are not ade


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Introduction

T#e 0eg!% !nd Po%i"y Conte*t of Ci'i" Ed$"!tion in Montenego

In pim!y 'chool'4 Civic Education for Bth and >th grade 1a' introduced in 'chool ear#$$$B a' a ne14 co&/ul'or 'u27ect4 1ith cla''roo& hour' /er ear a' /art of thenor&al ti&eta2le5 The curriculu& 2uild' on 1hat ha' 2een taught in lo1er grade'4 forea&/le Nature and Society ,grade' =4 #4 and -4 Nature and Technology ,grade - and

Society ,grade' and -5 In #$$B>4 a ne1 elective 'u27ect for grade' % and F of /ri&ar'chool 1a' introduced!! called Study of Humanitarian Law !! in the a2'ence of a CivicEducation curriculu& for the'e grade'5

In se"ond!y 'chool'4 Civic Education i' an ?o2ligator elective@#4 1hich can 2e cho'enfro& ='t through th grade ,gi&na;iu&-5 +tudent' are free to enter or leave the 'u27ecteach ear5 There are cla''roo& hour' in grade' = and #4 >$ hour' in grade 4 and Bhour' in grade 5 The curriculu& 2uild' on the long tradition in Montenegro of teachinga 'u27ect called onstitution and iti!ens" #ights4 1hich 1a' ai&ed &ore narro1l at?/olitical literac@5

In ter&' of the ne1 M!t$! ea&ination4 1hich i' to 2e ta)en in #$$F=$ 2gi&na;iu& 'tudent' 1ho enrolled in 'chool ear #$$B$>4 Civic Education ,2ecau'e it i'an elective- cannot 2e ta)en a' a 'e/arate 'u27ect nor i' it on the li't of o2ligatorelective' that could 2e co&2ined 1ith other4 'i&ilar 'u27ect' for Matura 'tandard5 Thi'inevita2l affect' CE' 'tatu' a' a curriculu& 'u27ect5

In se"ond!y 'o"!tion!% 'chool'4 Civic Education i' not offered a' a 'e/arate 'u27ect5It ha' 2een 'ugge'ted that the curriculu& for Sociology in three! and four!ear

vocational 'chool' &ight 2e ada/ted to include ele&ent' of education for de&ocratic

citi;en'hi/5

M!in 1$estions Consideed (y t#e E'!%$!tion Te!m 4

+'te&!level i''ue'

urriculum5 6lace of CE in the national curriculu& 0 ho1 doe' it fit To 1hatetent i' the curriculu& too a&2itiou' for the ti&e availa2le

Time$taling5 I' there enough ti&e I' there a ca'e for etending the > th Gradecurriculu& into the %th Grade4 to /rovide &ore ti&e to cover the curriculu&4

2 T%is seemingly contradictory term means t%at secondary sc%ools must offer at least five sub&ects c%osenfrom a list of a''roved electives. -ac% secondary sc%ool student must t%en select t%e two electives %es%e 'refers from among t%ose offered in t%e sc%ool.3 Strategy for Civic Education in Primary and Secondary Schools in Montenegro 2007-2010. 2,,).Podgorica/ 0ureau for -ducational Services 'age 2,.4 T%ese uestions served to frame t%e teams a''roac% to t%is evaluation. any were answered in t%ecourse of t%e work but ot%ers remain #on t%e table$ for e(am'le w%et%er t%e s%ift system serves #t%esystem$ more t%an it serves 'arents and learners5 w%et%er 4! minutesweek or +, minutes2 weeks is

'referable5 w%o s%ould lead t%e accreditation of C- teac%ers5 or w%ic% forms of assessment are mostsuitable for C-. T%ese remain to be resolved.

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1ithout having to choo'e 2et1een &inute' = /er 1ee) and F$ &inute' = ever t1o 1ee)'

&ccreditation of teachers of ' 5 +hould it ha//en Kho 'hould do it

Te(too)s and other learning materials5 Are the flei2le and non!/re'cri/tive

enough to allo1 teacher' to u'e their o1n initiative4 P re'/ond to 'tudentintere't'

+chool!level i''ue' ,general-

*s there still a real need for shifts+ Cla'' 'i;e' are generall going do1n4 and&o't cla''e' o2'erved 2 the tea& 1ere not over!cro1ded e'/5 at 'econdar level5One!'hift ti&eta2le' have i&/ortant 2enefit' for /arent' and 'tudent'4 and allo1&ore continuit in the /re/aration and di'/la of 'tudent 1or)5

Time$tales !! the 'hift ''te& often 1or)' again't ?o//ortunit to learn@ andti&e!on!ta') in the cla''roo&5 Al'o: CE i' often /laced at the end of a 'hiftQi'

thi' good or 2ad

+chool!level i''ue' ,related to CE-

I' CE ?&odelled@ in school life !! for ea&/le4 i' inclu'ive education /racti'ed inthe 1a the 'chool o/erate'4 and in ho1 RAE and +EN children are treated 2 the'chool co&&unit

,aterials ,1hat el'e can 2e &ade availa2le-

I' the availa2le class time u'ed /roductivel and in 1a' that allo1 each 'tudentto 2e activel engaged

I' CE treated a' a variant of ,e5g5- geogra/h or 'ociolog4 or i' it acce/ted thatCE re


13/43

Khat for&,'- of a''e''&ent i'are 2e't 'uited to Civic Education /rinci/le' and'tandard'

Do the curriculu& and /edagog of Civic Education give 'tudent' an a1arene''of 'ocial i''ue' in their own community

Doe' Civic Education have an effect on 'tudent' 2ehaviour to1ard' /eer' andother' in the co&&unit4 including tho'e 1ith +EN or other t/e' ofdi'advantage

Met#odo%ogy Used fo t#e St$dy

The &ain 'ource' of infor&ation 1ere:

617 .ield vi'it' to a 'a&/le of =F 'chool'4 con'i'ting of =# /ri&ar and > 'econdar,gi&na;iu&- 'chool' in 6odgorica4 3otor4 erceg Novi4 *ar4 Danilovgrad4Cetin7e4 Ni)(i84 Ulcin74 Vladi&ir4 Mo7)ovac4 3ola(in4 Andri7evica4 and Roa7e5

,#- +tructured intervie1' 1ith CE teacher' in the'e 'chool'4 and di'cu''ion' 1iththeir /rinci/al'5

,- Cla'' o2'ervation' ,1ith an o2'ervation /rotocol develo/ed 2 the tea&-5

647 +tudent


14/43

Res$%ts

Fie%d 'isits2 Each 'chool vi'it la'ted a//roi&atel to hour'4 and con'i'ted of adi'cu''ion 1ith the 'chool /rinci/al a2out herhi' vie1' on the introduction of CE andit' i&/act on the 'chool o2'ervation of one or t1o nor&all 'cheduled CE cla''e'

intervie1' 1ith the teacher,'- of the'e cla''e' and ad&ini'tration of the 'tudent


15/43

St$dent s$'ey Montenego Ci'i" Ed$"!tion M!y 3445

Gene!%

• A total of B 'tudent' co&/leted a #!ite& ear' old5

• A !/oint Li)ert 'cale 1a' u'ed:+trongl AgreeAgreeNeutralDi'agree+trongl di'agree

• In addition to the overall anal'i'4 an anal'i' 2 'i 'u2!'cale' 1a' al'o carriedout4 categori'ing the ite&' 2 to/ic5

+ee Anne* A for the full


16/43

intervie1' 1ith teacher' conducted during the field 1or) indicate that fe1 CE teacher'actuall use te't' a' a &ean' of a''e''&ent4 it i' intere'ting that a 'u2'tantial /ro/ortionof 'tudent' ,5- thin) that te'ting ha' a /lace in a''e''ing learning in CE5

Other ite&' 1ith relativel high ite& variance 1ere ite& ,?I get 2ored 1hen 1e tal)a2out /olitic' or voting@4 =5B#F- and ite& % ,?I often tal) a2out & CE le''on' 1ith &

fa&il@4 =5BF>-5 In each ca'e4 a 'i;ea2le /ro/ortion of 'tudent' cho'e the ?neutral@ o/tion,5# and 5# re'/ectivel-4 and the /ro/ortion' of ?strongly agree@ or ?strongly di'agree@re'/on'e' 1ere &ode't5

An!%ysis (y S$(-s"!%es 7"!tegoies8

+i 'u2!'cale' or categorie' 1ere al'o anal'ed4 a' follo1':

=5 A2out ?Me@: 'even ite&' =4 4 4 %4 #$4 #4 ##5 A2out CE: 'even ite&' B4 =4 =4 =%4 #=4 ##4 #5 A2out the Teacher: four ite&' #4 4 F4 ==4. A2out +chool: t1o ite&' =$4 =

5 A2out *oo)': t1o ite&' >4 =>B5 A2out Relation'hi/': three ite&' =#4 =B4 =F

S$(-s"!%e 69 A(o$t ,Me

Generall '/ea)ing4 'tudent' thin) that CE le''on' are en7oa2le4 u'eful4 and a valua2lechance to di'cu'' and e/re'' their o/inion' in a relaed environ&ent5 A /ro/ortion,5#- do get 2ored 1hen the le''on' are a2out the ?&echanic'@ of de&ocrac: /olitical/artie'4 voting4 etc5 ,ite& -4 and the are lu)e!1ar& a2out di'cu''ing their CE le''on' atho&e ,ite& %-4 1ith a2out one!third 'tating the dont do thi'4 and a2out one!


17/43

The do not agree that ?*o' are &ore intere'ted in CE 2ecau'e the 1ant to get 7o2' inthe govern&ent@,Ite& =-4 although a 'i;ea2le /ro/ortion ,5#B- cho'e the ?neutral@o/tion4 and a '&all /ro/ortion ,5=- do thin) 2o' are intere'ted in CE 2ecau'e thehave /olitical a'/iration'5 Conver'el4 on ite& #= ,?Girl' get &ore out of CE cla''e' than

2o'@- there i' 'lightl le'' con'en'u'4 in that the /ro/ortion' are divided: 5## 'trongl

agree or agree 5# are neutral and 5 di'agree or 'trongl di'agree5,The ite& &ean onthi' ite& i' 5BB and the variance i' =5>>=-5 Cla'' o2'ervation' during the field 1or) did'ho1 that 2o' and girl' /artici/ated fairl e%- and encouraged 'tudent' tothin) for the&'elve' ,ite& F ite& &ean =5B>$4 ite& variance $5%$$-5

In addition4 'tudent' 'aid the en7oed di'cu''ing their idea' 1ith their teacher ,ite& -4although on thi' ite& the con'en'u' 1a' not a' 'trong5 A /ro/ortion of 5=F cho'e the?neutral@ o/tion 5=# di'agreed and $5% 'trongl di'agreed5 Neverthele''4 /ro/ortion'choo'ing ?'trongl agree@ ,5#F- and ?agree@ ,5#- do&inated5 It 'ee&' that4 for &an'tudent'4 CE le''on' are a nice 2rea) fro& the re't of the 'chool da4 in ter&' of 2oth&ethodolog and content5

Ite& == ,?M teacher doe' not li'ten to 1hat I thin)@- al'o /roduced an encouragingre'/on'e5 A high /ro/ortion of 'tudent' 'aid the ?'trongl di'agreed@ 1ith thi''tate&ent ,5$- or ?di'agreed@ 1ith it ,5#-5 *ut of the re&aining /art4 5=$ felt 'tronglthat their teacher did not li'ten to their idea'4 1hile 5$% 1ere al'o le'' co&/li&entarand $5$> tic)ed the ?neutral@ 2o5 Thi' &ean' that a2out one!


18/43

attendance !! 1ill 2e affected5 +chool' are doing &uch to reduce /laground 2ulling4fighting and other for&' of aggre''ive 2ehaviour4 2ut no child 'hould feel frightened or

2elittled in 'chool5 UNICE. 'u//ort' the ?+chool 1ithout Violence@ initiative inMontenegro4 and !! together 1ith CE !! thi' 'hould i&/rove &atter'5

On the ite& ?M 'chool i' a &ore friendl /lace 'ince 1e 'tarted to learn a2out Civic'@

,ite& =-4 the re'/on'e 1a' /o'itive overall4 2ut &ied5 6ro/ortion' 1ere 5> ?'tronglagree@ 5#> ?agree@ 5#B ?neutral@4 $5B ?di'agree@ and $5 ?'trongl di'agree@5 Khile thi' i'encouraging after onl a fe1 ear' of CE in 'chool'4 &ore 'till need' to 2e done5

.or ea&/le4 it 1a' the field 1or) tea&' o2'ervation that4 in a fe1 ca'e'4 Ro&a 'tudent' 1ere not encouraged to /artici/ate in cla''4 or 1ere ignored or o/enl critici;ed 2 theteacher ,e5g54 if the did not 2ring a ?/o'ter@ to /re'ent-5 The 1ere al'o nearl al1a''eated at a 'e/arate ta2le4 in one ca'e together 1ith the onl '/ecial!need' child in thecla'' that grou/ did not /artici/ate at all in the le''on5

If one /ur/o'e of CE i' to ?&odel@ inclu'ive education in 'chool4 teacher' and /rinci/al'&u't ta)e re'/on'i2ilit for en'uring that nothing in the 1a the 'chool ,or the

cla''roo&J- o/erate' 'end' an overt or ?hidden@ di'cri&inator &e''age to an child or/er'on 1ithin the 'chool co&&unit !! and thi' include' /arent' a' 1ell a' 'tudent'4teacher'4 and 'u//ort 'taff5

S$(-s"!%e =9 St$dents: 'ie/s !(o$t CE M!tei!%s

T1o ite&' related to the 2oo)' and &aterial' u'ed in CE5 At the ti&e of the field 1or)4there 1a' a tet2oo) for ele&entar 'chool Grade' B and > onl a tet2oo) forgi&na;iu& Grade' = and # i' under /re/aration5 Ite&' > and =>4 therefore4 1ere not onla2out 2oo)' 2ut al'o a2out other ,tet- &aterial' u'ed in CE5

The 'tate&ent ?The 2oo)' and &aterial' 1e 'tud are difficult to under'tand@ ,ite& >-

/roduced the follo1ing 'tati'tic': ite& &ean =5F# ite& variance =5#= and a high/ro/ortion ,5>F- either di'agreed or 'trongl di'agreed 1ith the 'tate&ent4 &eaning thedid not find the 2oo)' or &aterial' ver hardF55 Of the re&ainder4 5== 1ere ?neutral@and 5=$ found the 2oo) or &aterial' either difficult or ver difficult to under'tand5

A' for ite& => ,? The 2oo)' and &aterial' 1e 'tud in Civic' le''on' are intere'ting@-4 thefocu' 1a' no 'o &uch on the level of difficult4 2ut on 1hether the 'ti&ulated 'tudent'intere't5 Thi' ite& /roduced the follo1ing 'tati'tic': ite& &ean =5%= ite& variance=5$$$ and four!fifth' of the 'tudent' ,5%$- 'aid the either ?'trongl agreed@ ,5%- or?agreed@ that the 2oo)' and &aterial' 1ere intere'ting5 Onl a ver '&all /ro/ortionfound the& un!intere'ting ,5$- or ver un!intere'ting ,5$- 1hile $5= had no o/inionone 1a or another5 It 'ee&'4 therefore4 that the level and to/ic' of the &aterial' u'ed inCE are 1ell 'uited to the intere't' of &o't 'tudent'4

o1ever4 in the teacher intervie1' conducted during the field 1or)4 nearl all teacher''aid the 1ould 1elco&e having a 1ider choice of &aterial' 1a' 'hould 2e found forteacher' of CE to echange or other1i'e 'hare &aterial' or le''on /lan' that have 2een/roven 'ucce''ful in the cla''roo&5

+ :ndeed t%e field work team %eard many times t%at t%e book 6for =rades " and )7 was very good anda''ro'riate for t%e age level. Students and teac%ers seemed to like it very muc%.

1*


19/43

S$(-s"!%e >9 St$dents: 'ie/s !(o$t Re%!tions#ips

It could 2e 'aid that thi' grou/ of ite&' i' ai&ed at the &o't i&/ortant a'/ect of CE in'chool' 0 at the 1a /eo/le 2ehave to1ard' each other 2oth in'ide and out'ide 'chool

1all'5

Ite&' =#4 =B and =F touch on 7u't a fe1 of 'uch i''ue'5 Ite& =# ,?Civic Education hel/'&e to 2e &ore under'tanding to1ard' /eo/le 1ho are different fro& &e@- received a'trongl /o'itive re'/on'e5 A &a7orit of 'tudent' ,5%- ?'trongl agreed@ 1ith the'tate&ent4 1hile 5#F ?agreed@5 Of cour'e4 it i' li)el that the'e re'/on'e' 1ere affected 2

1hat 'tudent' thought the 1ere e(-ected to 'a4 2ut the high level of con'en'u' ,ite& variance $5%#- 'ho1' at lea't that 'tudent' under'tood the 'tate&ent and 1ere fa&iliar 1ith the conce/t of tolerance5 Onl a '&all /ro/ortion either ?di'agreed@ ,5$#- or?'trongl di'agreed@ ,5$-4 1hile 5$F had no o/inion5

Ite& =B ,?Khen I get angr 1ith & friend' I often fight 1ith the&@- 1a' re7ected 2'tudent'4 1ith a /ro/ortion of 5B# ?'trongl di'agreeing@ and 5## ?di'agreeing@5 Khile itha' to 2e 'aid that 'chool /laground' are not li)el to 2e haven' of /eace and har&on4

nor are the 'treet' and neigh2ourhood' 1here oung'ter' congregate 0 at lea't the'tudent' under'tand that fighting i' not an acce/ta2le 1a to re'olve conflict5

Ite& =F ,?6eo/le 1ho co&e here fro& other countrie' 'hould learn Montenegrin and 2eco&e &ore li)e u'@- turned out to 2e the &o't /ro2le&atic4 2ut al'o the &o'tintere'ting one for the 'tudent' and teacher'5 The 'tate&ent it'elf 1a' /oorlfor&ulated4 2ecau'e it contain' t1o 'e/arate i''ue' ,language learning4 and a''i&ilation-and it i' not clear 1hether ?/eo/le fro& other countrie'@ 1ere tho'e 1ho co&e toMontenegro to 'ettle4 or 1hether it &ight include 'hort!ter& vi'itor' or even touri't'5

A fe1 'tudent' 'aid the ?agreed@ 1ith the fir't /art ,al1a' a''u&ing that it refer' tolonger!ter& 'ettler'- 2ut ?di'agreed@ 1ith the 'econd4 2ecau'e the felt that everone ha'

a right to hi' or her o1n identit5 Other' agreed ,or di'agreed- 1ith 2oth /art'5Therefore the 'tati'tic' /roduced 2 thi' ite& 'hould 2e regarded 1ith caution5Neverthele''4 the ite& /rovo)ed 'o&e of the &o't livel and revealing cla''roo&di'cu''ion'4 'ho1ing that &an 'tudent' are read and a2le to engage 1ith co&/le'ocial and /olitical i''ue' at a


20/43

S$mm!y of Findings fom t#e C%!ssoom O(se'!tions

The re'earch tea& vi'ited =F CE cla''e' in =# /ri&ar and > 'econdar 'chool'5 The

/ur/o'e of cla''roo& o2'ervation 1a' to o2tain a vie1 of the teaching and learning/roce''e' in CE cla''roo&'5 The o2'ervation focu'ed on three &ain a'/ect':=5 Cla''roo& at&o'/here and /artici/ation#5 Le''on goal' and content5 Methodolog5

62 C%!ssoom !tmosp#ee !nd p!ti"ip!tion

One of the &o't i&/ortant '/ecific goal' of CE cla''e' i' to 2uild the environ&ent that 1ill 'ti&ulate and encourage 'tudent' to /artici/ate activel4 e/re'' their thought'4 2elief' and feeling' and co&&unicate and 1or) 1ith other' in a /roductive4 tolerant and&utuall re'/ective &anner5 Khen thi' i' achieved4 CE cla''e' are tran'for&ed into ade&ocrac /laground 1here 'tudent' learn and /racti'e value' and /attern' of

2ehaviour that are crucial for a de&ocratic 'ociet5

The )e finding' fro& the o2'erved cla''e' 'ugge't that the va't &a7orit of teacher' arefull a1are of the i&/ortance of thi' t/e of cla''roo& dna&ic'4 and that the devote alot of their thin)ing and e/erti'e to achieve it5 In al&o't all cla''roo&'4 1e 'a1 a vergood 1or)ing at&o'/here and it 1a' o2viou' that 'tudent' donHt have an /ro2le&' infollo1ing the rule' of co&&unication in the cla''roo&5 +tudent' 1ere generallintere'ted in 1hat 1a' going on and &otivated to do the 1or) a''igned 2 the teacher5The level of 'tudent'H /artici/ation 1a' rather high4 and the 1ere ver often encouragedto /re'ent their vie1' and thought' to the other'5

o1ever4 in a nu&2er of cla''e' that 1ere de'igned around variou' /o'ter /re'entation'4

it 1a' al'o clear that onl the 'tudent' 1ho 1ere delivering their /re'entation' 1ere fullengaged4 1hile the re't of the cla'' 1a' &ore or le'' /atientl li'tening and 1aiting fortheir turn4 or 7u't for the 2ell5

32 0esson go!%s !nd "ontent

Teacher' of CE t/icall do not receive /re!'ervice education that /re/are' the& to teachcivic'5 In Montenegrin /ri&ar 'chool'4 CE i' taught 2 teacher' 1ith ver diver'e /re!'ervice 2ac)ground and in!'ervice e/erience: their &ain 'u27ect' include &othertongue4 hi'tor4 geogra/h4 foreign language'4 2iolog4 che&i'tr4 &u'ic4 art'4 and even/h'ical education5 Unli)e their colleague' 1ho teach onl &ain 'u27ect'4 CE teacher'need to /ut additional effort' in order to &a'ter the content area that i' 'o&eti&e'

rather technical and '/ecific5

Khile the &a7orit of 'u27ect curricula in Montenegrin 'chool' are 'till /redo&inantlfocu'ed on cognitive learning goal' ,1hich i' ver often tran'lated at the cla''roo& levela' infor&ation!2a'ed )no1ledge-4 CE curriculu& offer' the o//ortunit for a &ore

2alanced a//roach 1hich include' develo/&ent of not onl cognitive4 2ut al'o certainco&&unication and 'ocial ')ill'5 One of the goal' of cla''roo& o2'ervation' 1a' to findout ho1 'eriou'l thi' o//ortunit i' ta)en5

2,


21/43

Mo't of o2'erved le''on' 1ere /ro/erl integrated into the curriculu&4 1hile teacher'de&on'trated 'ound )no1ledge of the 'u27ect &atter5 o1ever4 in a fe1 ca'e' theo2'erved le''on 1ere not reall a CE le''on4 2ut a le''on in geogra/h or 'o&e other'u27ect that ha//en' to 2e the teacherH' &ain 'u27ect5 In all the'e ca'e'4 teacher' havenot received an ,or al&o't an- CE!related in!'ervice training5

Al&o't all o2'erved cla''e' 1ere de'igned to encourage develo/&ent of variou' 'ocialand co&&unication ')ill' ,grou/ 1or)4 oral and 1ritten /re'entation'4 di'cu''ion etc5-5Unfortunatel4 1e 'a1 ver little of cognitive ')ill' 1or)4 1ith virtuall no criticalthin)ing activitie' ,/ro2le& 'olving4 critical reading4 argu&entation etc5-5

Khile &o't of the cla''e' integrated variou' a1arene''!rai'ing activitie' related tocertain civic value'4 in 'o&e 'ituation' it 1a' di'couraging to 'ee that 2oth teacher' and'tudent' 1ere co&/letel una1are that 'ociall &arginali;ed and 'egregated children,Ro&a4 children 1ith '/ecific need'- 1ere &arginali;ed even in their own classrooms4'itting around 'e/arate ta2le' at the far end of the cla''roo&5

;2 Met#odo%ogy

The &ethodolog of CE in'truction i' '/ecific to the etent that it reflect' CE' '/ecificcurricular goal'5 The goal' of the Montenegrin CE curriculu& re


22/43

S$mm!y of Findings fom t#e Fo"$s Go$ps

Three focu' grou/ &eeting' 1ere held in 6odgorica on # and # "une #$$%5 One 1a'for /ri&ar 'chool CE teacher'4 one for gi&na;iu& CE teacher'4 and one for/arent' of 'tudent' in CE cla''e' at 2oth level'5 Each focu' grou/ con'i'ted of %

/artici/ant'4 and la'ted t1o hour'5 Te!"#es "!me fom !%% o'e t#e"o$nty) /#i%e p!ents /ee fom Podgoi"! !nd Ni+?i@2 T#edis"$ssions /ee e"oded !nd t!ns"i(ed) /it# synopses inEng%is#2 T#e fo%%o/ing se"tion /i%% s$mm!ise t#e +ey points !ised

(y t#e fo"$s go$ps2

.ocu' Grou/ I: 6ri&ar +chool Teacher'

+even to/ic' 1ere di'cu''ed:

=5 The curriculu&#5 The tet2oo) 5 Teaching &ethodolog

5 A''e''&ent of 'tudent' learning5 Teacher co&/etenceB5 Cla''roo& environ&ent and &otivation for learning5

). I&/rove&ent of !%$W of the curriculu& in the

ti&e availa2le5 +econd4 their e/erience 1a' that4 e'/eciall for the ounger 'tudent' inBth grade4 the conce/t'4 ter&inolog and language of CE are unfa&iliar4 and that 'o&e'tudent' could not co/e 1ith the&5 Third4 the con'idered e/ectation' and o27ective'of /ri&ar CE to 2e too 1ide!ranging and de&anding4 and &ore 'uita2le to older'tudent'5

In di'cu''ion4 ho1ever4 the teacher' agreed that there i' enough flei2ilit in thecurriculu& for teacher' to 2e a2le to decide 1hat to cover and 1hat not: ?It i' not a 'trictcurriculu&4 and 1e can decide 1hat i' &o't needed and &o't u'eful5@ *etter u'e of thi'flei2ilit4 and 2etter &anage&ent of cla'' ti&e4 could reduce the /re''ure 'o that tho'e'tudent' 1ho had difficult under'tanding the &aterial could catch u/5

Khen a')ed 1hat change' the 1ould li)e to &a)e to the curriculu&4 the con'en'u' 1a'that no funda&ental change' 1ere nece''ar4 although the o27ective' could 2e'i&/lified5 In addition4 the felt that the e/ectation' are 'et a 2it too high acade&icall4given the age and a2ilitie' of children in grade' B and >5

#5 The tet2oo)5

22


23/43

O/inion' a2out the CE tet2oo) for /ri&ar 'tudent' 1ere &ied5 +everal teacher' 'aidthat the language 1a' too theoretical4 and 'hould 2e &ore 'uited to the children' ageand that 'o&e of the illu'tration' 1ere 2i;arre and unrelated to the to/ic'5 Otherco&&ent' 1ere: ?Not enough clear ea&/le'Qtoo &uch to read4 and the 'tudent' dontunder'tandQthe cannot find their 1a around the &aterialQ1ith &ied!a2ilit cla''e'4there are al1a' 'o&e 'lo1er learner' 1ho get lo't in the 'entence' and the ne1 1ord'Q

it' too co&/licated5@

In di'cu''ion4 /o'itive a'/ect' of the tet2oo) 1ere al'o &entioned4 and teacher' agreedthat the 2oo) i' not intended to 2e read in cla'' 2ut &ore a' a re'ource for 'tudent' to'tud at ho&e5 +o&e /art'4 'uch a' the ta2le' and ta')' and ea&/le'4 are ver u'eful&oreover4 the teacher' guide i' ecellent and hel/ful for teacher'5

+u&&ing u/4 the grou/ agreed that the tet2oo) 'hould not 2e treated a' the &ainteaching &aterial for the cla''5 Khen it co&e' to it' u'a2ilit for inde/endent learning atho&e4 'o&e 'tudent' 1ill find it too de&anding4 e'/eciall tho'e 1ho have difficultreading co&/le tet'5 Khen a')ed 1hether the teacher could 'ho1 'tudent' ho1 to u'ethe tet2oo) for 'tuding at ho&e 0 for ea&/le4 2 e/laining )e conce/t' and

''te&ati;ing the& in 'o&e 1a !! the grou/ 'till felt the &aterial 1a' too eten'ive4 andthat children 1ould under'tand little 1hile 'tuding alone5

iii5 Teaching &ethod'5

The


24/43

iv5 A''e''&ent5

Thi' to/ic 1a' /o''i2l the lea't di'cu''ed 2 the grou/5 The


25/43

.ocu' Grou/ #: +econdar ,Gi&na;iu&- CE Teacher'

The 'a&e 'even to/ic' 1ere di'cu''ed a' in .ocu' Grou/ =: the curriculu&4 &aterial'4teaching &ethod'4 a''e''&ent of 'tudent' learning4 teacher co&/etence4 cla''roo&environ&ent and &otivation for learning4 i&/rove&ent of 4 1hich the find ver u'eful5

On the other hand4 the grou/ thought there are 'o&e di'advantage' in having a for&al

tet2oo) for the'e older 'tudent' there i' a ri') that the 'u27ect 2eco&e' too rigidl'tructured4 and that i''ue' are li&ited to tho'e rai'ed in the 2oo)5 ?It i' 2etter for'tudent' to develo/ an active intere't in current i''ue'4 and to 'ee) their o1n an'1er' to'ocial and co&&unit /ro2le&'5@ A gi&na;iu&!level CE tet2oo) 'hould not 2e heavil'tructured or give read!&ade an'1er' it 'hould 2e &ore li)e a co&/endiu&4 1or)ing&aterial'4 'o that 'tudent' can 2e activel involved5

3. and 5 Teaching and a''e''&ent5

2!


26/43

ere4 the focu' grou/ 1a' &ore or le'' in agree&ent 1ith the /ri&ar teacher' in focu'grou/ =5 o1ever4 in the a2'ence of a tet2oo) and teacher' guide4 gi&na;iu& teacher'have to fra&e the 'u27ect the&'elve'4 and tr to 'tructure it around )e to/ic': ?*a'ica'/ect' of de&ocrac4 ho1 deci'ion' are &ade4 fir't in their o1n contet4 local4co&&unit4 'chool4 cla''roo&!level 1hat rule' are to 2e follo1ed in our cla'' 1or)4 inour teaching4 and even ho1 1e are to di'cu'' thing'5 Ke al'o have the notion of a fa&il5

o1 to re'olve conflict' /eacefull4 ho1 to ta)e a 'tand in difficult 'ituation'5@

A' for a''e''&ent4 fe1 of the focu' grou/ /artici/ant' u'ed te't'5 +o&e 'a1 a 2a'iccontradiction 2et1een the ai& for 'tudent' to 2eco&e autono&ou' and free/er'onalitie'4 and the re


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". I&/rove&ent of


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Other' felt that /arent' e/ected /erha/' too &uch fro& Civic Education: ?No 'u27ect 1a' ever e/ected to have 'uch a 'trong i&/act in /ri&ar or 'econdar 'chool a' 1a'the ca'e 1ith Civic'5 Thi' 'u27ect i' to fill ever ga/ in u/2ringing that 1e 1or)ing 1itholder )id' &i''5 At thi' /oint I cant critici;e 2ecau'e thi' i' onl the 'econd ear of Civic'in 'chool'4 2ut I 7u't ho/e !! and 'till have the 'a&e e/ectation' !! that it i' to &a)e ana&a;ing lin) 2et1een 1hat the learn at 'chool and real life5@

Kith regard to .$estion ;4 the


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S$mm!y of Findings fom Te!"#e Inte'ie/s

The re'earch tea& intervie1ed =F teacher' of CE in /ri&ar and 'econdar 'chool'5 Theintervie1' 1ere t/icall conducted i&&ediatel after the cla'' o2'ervation5The intervie1' 1ere 'tructured around teacher'H vie1' of the follo1ing:

=5 Curriculu&#5 Tet2oo) and teaching &aterial'5 Teaching &ethodolog the u'e5 o1 the a''e'' 'tudent'H /erfor&ance5 CE!related in!'ervice trainingB5 +tatu' of CE in the 'chool and it' /otential i&/act on 'tudent' and 'chool life>5 o1 to i&/rove the $ and %$ /ercent5 Tho'e 1ho 'aid that the covered itco&/letel4 ad&itted that the had to run through it on a ver 'u/erficial level5 It 1a'al'o /ointed out that continuou' u'e of inter!active &ethodolog re


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learning4 'o&e u'e the /ri&ar 'chool tet2oo)4 1hile a fe1 ta)e the 'ituation a' anadditional o//ortunit to 2e creative and autono&ou'5

;2 Met#odo%ogy

Virtuall all intervie1ed teacher' 1ere co&/letel a1are that a//ro/riate &ethodolog

i' crucial for effective teaching and learning in CE5 Khen a')ed if the &anaged to findan ade


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Al&o't all teacher' 'aid that the attitude of their colleague' to1ard' CE ha' evolved fro&&o'tl negative to &ildl /o'itive5 Neverthele''4 in &o't of the 'chool' CE i' 'till/erceived a' le'' de&anding and le'' i&/ortant than 'eriou' 'u27ect' ,&athe&atic'4'cience4 hi'tor etc5-5

Khen a')ed 1hether the noticed an i&/act of CE on 'tudent'4 &o't of the& an'1ered/o'itivel5 In their o/inion4 CE influenced the 1a the co&&unicate 1ith each other4'tudent' 2eca&e &ore o/en!&inded and active4 and &ore a''ertive a2out their need'and right'5 Other teacher' al'o ver often &ention the latter4 and 'o&e of the& 'ee it a' anegative influence of CE5

In relation to the /otential i&/act of CE on 1hole!'chool etho'4 ver fe1 teacher' 1erea2le to an'1er /o'itivel5 It i' a general /erce/tion a&ong the CE teacher' that it 1ould

2e too a&2itiou' to e/ect an 'ignificant change after # or ear'5

2 1$!%ity iss$es

Khen a')ed 1hat could 2e done to rai'e the


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#eferen$es

*ureau for Educational+ervice'

#$$5 +trategic 6lan #$$!#$$>5 6odgorica: *E+5


#$$>5 Strategy for ivic 'ducation in /rimary and Secondary Schools in ,ontenegro 02 01. 6odgorica: ,*E+5


#$$5 Su4ect urriculum for ivic 'ducation in grades and2 of /rimary School. 6odgorica: *E+

Govern&ent of Montenegro #$$5 /lan of &ction for hildren"s #ights in ,ontenegro06$015 6odgorica: Govern&ent of the Re/u2lic ofMontenegro5

Govern&ent of Montenegro #$$5 National &ction /lan for the 7ecade of #oma *nclusion05$015 5 6odgorica: Govern&ent of the Re/u2lic ofMontenegro5 Availa2le in Engli'h at

htt/:1115ro&adecade5org in 5/df for&5

Govern&ent of Montenegro #$$B5 National &ction /lan for 8outh. 6odgorica: Govern&entof the Re/u2lic of Montenegro5

Mini'tr of Education and+cience

#$$5 National Action 6lan for South5 6odgorica: MoE+5

Mini'tr for u&an andMinorit Right' 6rotection

#$$>5 Strategy for the #&' /o-ulation in ,ontenegro 09$0102 6odgorica: Mini'tr for u&an and Minorit Right'6rotection5 ?+trategi7a ;a /o2ol7(an7e /oloa7a RAE /o/ulaci7eu Crno7 Gori #$$%!#$=#@

O/en +ociet In'titute #$$>5 ':ual &ccess to ;uality 'ducation for #oma ,ontenegro. O/en +ociet In'titute4 EU Monitoring and Advocac 6rogra& ,EUMA6-5 *uda/e't: O+I5

UNICE.!Montenegro #$$B5 #esearch on *nclusion of #oma hildren in the 'ducational System. 6odgorica: UNICE. and otline for Ko&en and Children Victi&' of Violence4 Ni)'i2

UNICE.!Montenegro #$$%5 'lusive ':uity< =N*'>$,ontenegro"s ?or) in relationto *nclusive 'ducation. 6odgorica: UNICE.5

32

http://www.romadecade.org/http://www.romadecade.org/http://www.romadecade.org/


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ANNEXES

ANNE A9 St$dent S$'ey 1$estionn!ie !nd An!%ysis

ANNE B9 C%!ssoom O(se'!tion poto"o% 7S!mp%e8

ANNE C9 Te!"#e inte'ie/ f!me/o+ 7S!mp%e8

33


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ANNE A

%tudent %urvey Questionnaire and &nalysis

Gene!%

•

A total of B 'tudent' co&/leted the ear' old5

• There 1ere # ite&' on the


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ANNE A "ont2“What do You Think?”

We want to know how you think and feel about your Civic Education lessons.

Here there are 25 statements. Read each one carefully then just tick (

the answer that is closest to your

own feelin!s."on#t worry $ this is not a test. %here are no &ri!ht# or &wron!# answers.

' t r o n ! l y a ! r e e

( ! r e e

) e u t r a l

" i s a ! r e e

' t r

o n ! l y d i s a ! r e e

*. + look forward to my Civic Education lessons.

2. ,y teacher usually makes Civics lessons interestin!

-. earnin! about Civics is useful for my future.

/. + !et bored when we talk about 0olitics or votin!.

5. %he students in my class like to discuss their o0inions with theteacher.

1. ecause of Civic Education + understand more about how + canhel0 my country be a 0eaceful 0lace.

3. %he books and materials we study are difficult to understand.

4. + often talk about my Civic Education lessons with my family.

. ,y teacher hel0s me to think for myself.

*6. 'chool is a 0lace where + feel safe.

**. ,y teacher does not listen to what + think.

*2. Civic Education hel0s me to be more understandin! towards0eo0le who are different from me.

*-. ,y school is a more friendly 0lace since we started to learn aboutCivics.

*/. Civic Education lessons are a waste of school time.

*5. oys are more interested in Civics Education because they wantto !et jobs in the !overnment.

*1. When + !et an!ry with my friends + often fi!ht with them.

*3. %he books and materials we study in Civics lessons areinterestin!.

*4. What + learn in Civic Education class has nothin! to do with myown life.

*. 7eo0le who come here from other countries should learn,ontene!rin and become more like us.

26. + learn more from listenin! and takin! notes than from discussin!ideas in class.8

2*9 :irls !et more out of Civics classes than boys.

22. We should s0end more time on im0ortant subjects likemathematics or science and less on Civics.

2-. + enjoy discussin! society#s 0roblems in Civics classes.

2/. + know more about how democracy works because of my Civicslessons.

25. %he best way to assess what + have learned about civics is byhavin! tests.

Tank you!

3!


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&''E( & continued

Summary of Survey Findings

62 An!%ysis of !%% st!tements

The 'tudent' re'/on'e' to the ite&' 1ere over1hel&ingl /o'itive4 1ith =% of the #ite&' having an ite& &ean #55

+even ite&' received a negative re'/on'e4 1ith ite& &ean' #5 the'e 1ere ite&' 4 %4=4 =F4 #$4 #=4 and #5 A' noted earlier4 three of the'e ite&' ,=4 =F4 and #=- could not 2econclu'ivel cla''ified a' either ?/o'itive@ or ?negative@ 'tate&ent'4 2ut for the /ur/o'e'of thi' anal'i'4 the 1ere grou/ed 1ith the ?/o'itive@ ite&'5 Thi' &ean' that re'ult' forthe'e ite&' need to 2e inter/reted &ore carefull ,'ee 2elo1-5

In addition4 in F out of # ca'e' there 1a' a high degree of con'en'u' a&ong the

'tudent'4 1ith ite& variance 'core' 2elo1 =5$$$5 .or ea&/le4 on ite&' =4 #4 and theite& variance 1a' re'/ectivel $5B4 $5=4 and $5F=4 1hich &ean' that nearl all'tudent' 'aid that ,=- the loo)ed for1ard to their CE le''on' ,#- their teacher u'uall&ade the le''on' intere'ting4 and that ,- the 2elieved CE i' u'eful for their future5*ecau'e the'e are the fir't three /o'itive ite&' on the 'urve4 it &u't 2e a''u&ed that 0to 'o&e etent at lea't 0 'tudent' gave 1hat the 2elieved to 2e the ?e/ected@ re'/on'elater on4 the re'/on'e' are &ore varied and /erha/' &ore '/ontaneou'5 In fact4 thelarge't ite& variance' occur in the latter /art of the 'urve5

The highe't ite& &ean ,5$%%- and the large't ite& variance ,#5#- 1ere found in ite&#4 ?The 2e't 1a to a''e'' 1hat I have learned a2out Civic' i' 2 having te't'@5 The'tudent' 1ere fairl evenl divided a&ong tho'e 1ho ?'trongl agreed@ or ?agreed@4 andtho'e 1ho ?di'agreed@ or ?'trongl di'agreed@ that te't' 1ere the &o't a//ro/riate 1ato a''e'' their learning4 1ith a '&all /ro/ortion ,5=- neutral or undecided5 +ince theintervie1' 1ith teacher' conducted during the field 1or) indicate that fe1 CE teacher'actuall use te't' a' a &ean' of a''e''&ent4 it i' intere'ting that a 'u2'tantial /ro/ortionof 'tudent' ,5- thin) that te'ting ha' a /lace in a''e''ing learning in CE5

Other ite&' 1ith relativel high ite& variance 1ere ite& ,?I get 2ored 1hen 1e tal)a2out /olitic' or voting@4 =5B#F- and ite& % ,?I often tal) a2out & CE le''on' 1ith &fa&il@4 =5BF>-5 In each ca'e4 a 'i;ea2le /ro/ortion of 'tudent' cho'e the ?neutral@ o/tion,5# and 5# re'/ectivel-4 and the /ro/ortion' of ?strongly agree@ or ?strongly di'agree@re'/on'e' 1ere &ode't5

3"


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ANNE A continued5

An!%ysis (y S$(-s"!%es 7"!tegoies8

A' noted earlier4 'i 'u2!'cale' or categorie' 1ere al'o anal'ed4 a' follo1':

=5 A2out ?Me@: 'even ite&' =4 4 4 %4 #$4 #4 ##5 A2out CE: 'even ite&' B4 =4 =4 =%4 #=4 ##4 #5 A2out the Teacher: four ite&' #4 4 F4 ==5 A2out +chool: t1o ite&' =$4 =5 A2out *oo)': t1o ite&' >4 =>B5 A2out Relation'hi/': three ite&' =#4 =B4 =F

The results of this su$scale level analysis are included in the te(t of this re-ort@aove.

3)


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ANNE B

E(&M)*E +, C*&%%#++M +-E#&TI+' )#+T+C+*

C- ->A?@AT:B C?ASS 0S->AT:B PTC? /)rimary s$hool0

D>C Primary grade ). 24 students5 11 girls 13 boys. T%ere are ! grou's more or lessmi(ed alt%oug% two grou's aresingle


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P A T : C : P A T : B

A B I C ? A S S

4 A

T 4 S P ; - -

". ?esson fits 'ro'erly into t%e curriculum

framework

G

). ?esson encourages develo'ment ofvarious cognitive skills

G


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? - S S B = A

? S A B I C B T - B T awarenesssensitivity related to various

social 'roblems and civic valuesinvestigations about local 'roblemsissuese.g. 'overty < t%ey %ave discovered t%att%ere are about 2!, economically Jsocially disadvantaged families in Kolasinand t%at 'overty affects c%ildren and t%eelderly in 'articular.

1,. Amount and ty'e of information 'resentedduring t%e lesson is a''ro'riate G T%ese students could 'robably do more 9conce'ts ideas.....

11. Teac%er %as good knowledge of t%esub&ect matter content and %ow to teac% it

LL CanMt tell s'ecifically about C- but it isobvious t%at s%e %as a great deal ofteac%ing e('erience.

4 - T ; I ? = N 12. Teac%er uses multi'le instruction met%ods

during t%e lessonG

13. Teac%er besides t%e te(tbook uses ot%erteac%ing materials

G

14. et%ods used in t%e classroom are

a''ro'riate to students age and lessongoals

G

1!. Teac%er uses O%ands


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work on t%eir 'ro'osed solutions in classand t%en 'resent t%eir ideas.

1). Teac%er uses 'roblem


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&''E( C

Intervie3 proto$ol 3ith tea$hers of Civi$ Edu$ation

1. 8%at is your main sub&ectL2. ;ow many %ours a week do you teac% C-L3. Are t%ere ot%er C- teac%ers in your sc%oolL

. C@:C@?@/

1. 8%at do you t%ink of t%e curriculumL2. ;ow muc% of t%e content can you actually coverL QR3. Are some 'arts too demanding for t%e studentsL4. 8%ic% onesL

!. 8%at do t%e kids en&oy mostL

0. T-T0K ABI ?earningTeac%ing Su''ort aterials

1. :s t%e te(tbook useful for youL :n w%at wayL2. ;ow do you use itL3. Are t%e language and to'ics a''ro'riate for t%e studentsL4. Io you use ot%er learningteac%ing su''ort materialsL!. 8%ic% onesL

". 8ould it %el' to %ave moreL

C. -T;I?=N/

1. Classroom met%odsL2. 8%at works bestL3. 8ould you find it better to %ave more class time for discussionL

I. ASS-SS-BT/

1 8%at do you assessL2. ;owL3. 8%at is t%e range of grades you use 342


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ABB- C continued

-. 8;AT :S T;- P-C-PT:B C- :B T;- SC;?L

1. ;ow do you t%ink t%e 'rinci'al 'erceives itL

2. Ioes t%e 'rinci'al influence t%e timetable so t%at +,

an evaluation of teaching and learning-civic_educ 2008 eng.pdf

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