Participatory methods of work, the practical part of teaching that includes civic actions, organizing professional visits to institutions, and involving parents in the teaching process are just some of the recommendations from the Action Document with guidelines for the inclusion of civic education and education on human rights in formal education in Montenegro, published by the Centre for Civic Education (CCE).
The author of the document, teacher and civic activist Neđeljko Đurović, emphasizes the importance of introducing and improving mandatory civic education in the formal education system. “In the contemporary social context, the development of an autonomous, responsible, and critically oriented individual represents one of the key educational visions,” Đurović states. As he emphasizes, a prerequisite for this is a structured, planned, and sustainable approach to the development of the education system, which includes the systemic strengthening of civic education, as well as education on human rights.
In the preparation of the document, findings from focus groups with parents, interviews with the academic community, workshops with teaching staff, a roundtable with civil society, as well as workshops with primary and secondary school students were used. Since 2017, civil society organizations have been advocating for the reintroduction of this subject as mandatory. During all consultations, no group expressed opposition to the mandatory status of civic education, which confirms the broad recognition of its importance. The Ministry of Education, Science and Innovation, in the Education Reform Strategy 2025–2035, also foresees “reconsideration of the status and content of Civic Education and consideration of its reintroduction as mandatory.”
The document provides an overview of necessary activities and an analysis of the existing situation, clearly defined goals, guidelines for the implementation of activities, and mechanisms for monitoring and improving the implementation of the action plan. Key resources, challenges, and risks have been identified, along with recommendations for its efficient and sustainable integration into the education system of Montenegro.
Four operational goals for the inclusion of civic education in the formal education system are precisely defined: 1) promotion of the importance of introducing civic education and education on human rights into formal education in Montenegro, 2) development of a catalogue of knowledge, i.e. subject curricula, 3) implementation of training for teaching staff for the delivery of the mandatory subject civic education/civic education, and 4) development of an interoperable digital portal for teaching content, models of work, and examples of good practice.
Finally, the document also contains 15 recommendations covering methods of teaching, teacher training, subject curricula, lesson preparation, teaching activities, and other prerequisites for quality teaching of this subject. “Civic education represents a path that starts from the child and leads towards the development of a responsible, free, empathetic, ethically aware, and active citizen,” the author emphasizes.
The Action Document will be used in further advocacy efforts of CCE and partner organizations. It is part of the project “Enhancing Civic and Human Rights Education: Educational Reforms for a Stronger Democracy,” implemented by CCE, Action for Human Rights (HRA), and the Centre for Women’s and Peace Education ANIMA, through the programme “Enhancing Citizens’ Trust in Institutions and Building Resilient Communities” led by UNDP, UNICEF, and UNESCO, in cooperation with the Government of Montenegro. The project was financed by the UN Peacebuilding Fund. The content of the publication is the sole responsibility of CCE and the author.
Sara Čabarkapa, Programme Coordinator Active Citizenship