Democratic School Culture, Intercultural Competence, and Anti-Discrimination

Rationale

The 2020 Council of Ministers Roadmap on Quality Education for All, adopted with the state, both entities, and all 10 cantonal education ministries, makes democratic school culture, intercultural competence, and anti-discrimination a national policy priority. The Roadmap explicitly calls for incorporating the Council of Europe Reference Framework of Competences for Democratic Culture (RFCDC) into BiH education systems and for improving the competences of teachers, school leaders, and other school staff. This priority is unusually load-bearing in BiH's multi-ethnic, multi-jurisdiction context, where "two schools under one roof" arrangements and segregation pressures persist (OECD 2022; Council of Europe). The OECD review confirms that teacher competence for democratic culture and anti-discrimination is an under-served area in initial teacher education and CPD. This course equips teachers to implement the Roadmap's vision in daily practice, to build inclusive school climates, and to document this work for career advancement (napredovanje) through appraisal. It is directly relevant to the professional duty of stalno strucno usavrsavanje and to the school quality standards in use in Republika Srpska (OECD Table 4.2).

Part I: Foundations (Lessons 1-4)

Lesson 1. Why democratic school culture is national policy

This lesson establishes the legal and policy basis for democratic school culture as a national priority in BiH. Participants examine the 2020 Council of Ministers Roadmap on Quality Education for All, tracing its origins in the EU/Council of Europe "Quality education in multi-ethnic societies" action and its adoption by the state-level Council of Ministers, both entities, and all 10 cantonal education ministries. The lesson explains why democratic culture is not an optional add-on but a cross-cutting duty embedded in the Roadmap's call for anti-discrimination, inclusive school culture, and social cohesion. Participants analyse the Roadmap's explicit language on improving teacher competences for democratic culture and identify how this policy connects to their own professional duty of stalno strucno usavrsavanje. The lesson concludes with a guided reading of the Roadmap's key paragraphs, asking teachers to locate the specific commitments that apply to classroom practice.

Lesson 2. The Reference Framework of Competences for Democratic Culture

This lesson introduces the Council of Europe Reference Framework of Competences for Democratic Culture (RFCDC), which the 2020 Roadmap calls for incorporating into BiH education systems. Participants learn the RFCDC's structure: 20 competences organised into four domains (values, attitudes, skills, knowledge). The lesson unpacks each domain with concrete examples relevant to BiH classrooms, such as valuing human dignity and human rights, showing civic-mindedness, demonstrating analytical and critical thinking skills, and knowing about political and legal frameworks. Participants map the RFCDC competences onto their own teaching contexts, identifying which competences they already address and which require development. The lesson emphasises that the RFCDC is a reference tool, not a prescriptive curriculum, and that teachers are expected to use it flexibly to strengthen democratic culture in their schools.

Lesson 3. Values, attitudes, skills, knowledge

This lesson deepens understanding of the four RFCDC domains by examining each in classroom terms. Participants explore the values domain, including valuing human dignity, human rights, and cultural diversity, and discuss how these values manifest in everyday teacher-student interactions. The attitudes domain covers openness to cultural otherness, respect, and civic-mindedness, with examples from BiH's multi-ethnic context. The skills domain includes autonomous learning, analytical and critical thinking, listening and observation, empathy, and conflict-resolution skills. The knowledge domain encompasses knowledge of self, of language and communication, and of the world, including political and legal knowledge. For each domain, participants generate concrete teaching strategies that develop the competence in students. The lesson uses case studies from BiH classrooms to illustrate how a teacher can simultaneously address multiple RFCDC competences in a single lesson.

Lesson 4. The BiH classroom as a plural space

This lesson addresses the reality of teaching in BiH's multi-ethnic, multi-jurisdiction context. Participants examine how the classroom functions as a plural space where students from different constituent peoples (Bosniaks, Croats, Serbs), returnee children, and children from marginalised groups such as Roma interact. The lesson draws on the 2020 Roadmap's social-cohesion aims and on OECD findings about rural-urban gaps and equity challenges. Teachers analyse the linguistic and script diversity of BiH (Bosnian, Croatian, Serbian in Latin and Cyrillic scripts) and discuss how to handle language and script as identity markers without marginalising any group. The lesson includes a structured reflection on the teacher's own positionality and biases, using the RFCDC's self-knowledge competence as a framework. Participants leave with a practical checklist for creating a classroom environment where all students feel they belong.

Part II: Core Practice (Lessons 5-10)

Lesson 5. "Two schools under one roof" and segregation pressures

This lesson confronts the structural division that persists in some BiH communities, where students from different constituent peoples attend separate shifts or separate schools in the same building. Participants examine OECD and Council of Europe documentation on "two schools under one roof" arrangements and the segregation pressures that undermine democratic culture. The lesson does not prescribe a political solution but equips teachers with professional strategies for countering division within their sphere of influence: creating mixed-group learning activities, using inclusive language, teaching multiperspectivity, and building relationships across ethnic lines. Teachers analyse case studies of schools that have successfully integrated activities and discuss the barriers they faced. The lesson emphasises that the 2020 Roadmap's anti-discrimination and social-cohesion aims provide a policy mandate for teachers to act against segregation in their daily practice.

Lesson 6. Anti-discrimination in daily practice

This lesson moves from policy to practice, teaching participants how to recognise and interrupt discrimination in everyday classroom interactions. Drawing on the 2020 Roadmap's anti-discrimination tools and the RFCDC's values domain, participants learn to identify subtle forms of discrimination based on ethnicity, language, gender, disability, and socioeconomic status. The lesson covers microaggressions, exclusionary language, differential treatment, and curriculum bias. Teachers practise intervention strategies: redirecting biased comments, reframing exclusionary narratives, and using restorative questions. The lesson also addresses the teacher's legal and professional duty to report discrimination, referencing the entity and cantonal education laws that prohibit discrimination in education. Participants leave with a set of practical scripts and protocols for responding to discrimination in real time.

Lesson 7. Intercultural competence for teachers

This lesson focuses on developing the teacher's own intercultural competence as a prerequisite for fostering it in students. Participants use the RFCDC's framework to self-assess their intercultural competences across the four domains. The lesson distinguishes between tolerance (enduring difference) and genuine intercultural engagement (learning from difference). Teachers examine common intercultural challenges in BiH classrooms: navigating religious holidays, handling names and naming conventions, responding to family attitudes about mixing, and addressing stereotypes students bring from home. The lesson includes a structured dialogue exercise in which teachers practise listening to perspectives different from their own without defensiveness. Participants develop a personal intercultural-development plan aligned with the RFCDC competences they most need to strengthen.

Lesson 8. Language and script as identity in the classroom

This lesson addresses the sensitive issue of language and script in BiH education. Participants learn the constitutional status of Bosnian, Croatian, and Serbian as constituent languages and the use of both Latin and Cyrillic scripts. The lesson explores how language and script function as identity markers and how teachers can handle them respectfully without reinforcing division. Strategies include using both scripts in classroom materials, teaching students to read both scripts, avoiding language hierarchies, and framing linguistic diversity as a resource rather than a problem. The lesson also covers the needs of returnee children who may have been educated in a different language or script. Participants practise designing a lesson that uses both scripts and discuss how to respond when students or parents express strong preferences about language of instruction.

Lesson 9. Teaching contested history and memory responsibly

This lesson equips teachers to handle sensitive historical content in a way that builds democratic culture rather than reinforcing division. Drawing on Council of Europe education programmes and the RFCDC's multiperspectivity competence, participants learn the principles of teaching contested history: presenting multiple perspectives, acknowledging uncertainty, distinguishing between fact and interpretation, and creating a safe space for disagreement. The lesson uses examples from BiH's 20th-century history, including the Second World War and the 1992-1995 war, to illustrate how teachers can address traumatic events without taking sides or causing harm. Teachers practise framing questions that invite critical thinking rather than partisan alignment. The lesson emphasises that teaching contested history is a professional competence, not a political act, and that the 2020 Roadmap's democratic-culture aims provide a mandate for this work.

Lesson 10. Student voice and participation

This lesson focuses on building student agency as a core element of democratic school culture. Participants learn the RFCDC's participation competences and how to create structures for genuine student voice: class councils, student parliaments, participatory decision-making, and student-led initiatives. The lesson distinguishes between token participation (students appearing to have a voice) and genuine participation (students having real influence on matters that affect them). Teachers examine case studies from BiH schools that have implemented student participation structures and discuss the challenges of making participation work in contexts where adult authority is traditionally unquestioned. The lesson includes a practical workshop on facilitating a class council meeting, including agenda-setting, turn-taking, and decision-making procedures. Participants leave with a plan for introducing or strengthening student voice in their own classrooms.

Part III: Application and Mastery (Lessons 11-15)

Lesson 11. Involving parents and community across divides

This lesson addresses the challenge of building cross-community trust through parent and community engagement. Drawing on the 2020 Roadmap's emphasis on parents and social cohesion, participants learn strategies for reaching out to parents from different constituent peoples, language groups, and socioeconomic backgrounds. The lesson covers practical barriers: language differences, mistrust of the school, work schedules, and past trauma. Teachers practise designing inclusive parent events, using multiple communication channels, and handling difficult conversations with parents who hold prejudiced views. The lesson also addresses the teacher's role in building relationships with community organisations, religious leaders, and local authorities to create a network of support for democratic culture. Participants develop a parent-engagement plan tailored to their school's specific demographic context.

Lesson 12. Conflict de-escalation and restorative approaches

This lesson teaches practical skills for managing conflict in ways that repair relationships rather than only punishing behaviour. Participants learn the RFCDC's conflict-resolution skills and the principles of restorative practice: focusing on harm, involving all affected parties, and creating accountability through dialogue rather than punishment. The lesson covers de-escalation techniques for tense classroom situations, including calming language, body language, and structured conversation protocols. Teachers practise facilitating a restorative circle using a case study of a conflict between students from different ethnic backgrounds. The lesson also addresses the limits of restorative approaches and when formal disciplinary or safeguarding procedures must take priority. Participants leave with a set of restorative questions and a protocol for deciding when to use restorative versus disciplinary responses.

Lesson 13. The school as a resource centre for democratic culture

This lesson expands the focus from the individual classroom to the whole school as a site for democratic culture. Participants examine the Council of Europe's "schools as resource centres" initiative and how it applies to BiH. The lesson covers whole-school strategies: democratic governance structures, inclusive policies, staff professional development on intercultural competence, and partnerships with community organisations. Teachers analyse the Republika Srpska school quality standards (OECD Table 4.2) to identify where democratic culture is already embedded in school evaluation criteria and where gaps exist. The lesson includes a school-culture audit tool that participants can use to assess their own school's strengths and weaknesses in democratic culture. Participants identify one whole-school change they can advocate for and develop a strategy for building support among colleagues and leadership.

Lesson 14. Measuring a democratic climate

This lesson addresses the challenge of assessing whether a school's democratic culture is improving. Participants learn simple, low-burden indicators of school climate that can be used for self-evaluation and for evidence in appraisal for promotion (napredovanje). Indicators include student and staff perceptions of safety and belonging, frequency of student participation in decision-making, number of cross-community activities, and incidents of discrimination reported and resolved. The lesson draws on the Republika Srpska school quality standards and on OECD recommendations for school self-evaluation. Teachers practise designing a brief student survey, conducting a focus group, and analysing the results. The lesson emphasises that measuring democratic climate is not about producing a score but about identifying areas for improvement and documenting progress over time.

Lesson 15. A democratic-culture action plan

This final lesson synthesises the course content into a concrete, actionable plan that participants can implement in their schools and use as evidence for career advancement (napredovanje). Participants review the key competences and strategies from all 14 previous lessons and select three to five priority actions for the coming school year. The action plan includes specific goals, timelines, resources needed, and success indicators. Participants also document how their plan aligns with the 2020 Roadmap, the RFCDC, and the school quality standards. The lesson includes peer feedback: participants present their plans to colleagues and receive constructive critique. The final output is a shareable document that can be included in an appraisal portfolio for napredovanje. The lesson concludes with a reflection on the teacher's role as a builder of democratic culture in BiH's complex, multi-ethnic society.

This syllabus was designed from primary-source research of this nation's official teacher requirements and passed independent verification. The full course, its lessons, assistant, and materials are live for enrolled educators.