Communities in Serbia
School for Adult Education, Sombor, Serbia
GOOD PRACTICE TITLE: School for Adult Education, Sombor, Serbia
KIND OF PRACTICE: Adult education
DOCUMENT AUTHOR: Housing Center – Housing Development Center for Socially Vulnerable Groups, Belgrade, Serbia Branislava Zarkovic
PLACE: Serbia, West Backa region, Municipality of Sombor
CONTEXT, FIELD OF INTERVENTION:
According to the last census (2011), almost 3.5% inhabitants of Serbia (approx. 250.000 individuals) over the age of 10 were found to be illiterate, i.e. without completed minimal 4 years of elementary education. Majority of them are women, due to traditional family roles (1.1% male and 5.7% female). Majority belong to the marginalized groups, exposed to poverty which is maintained through generations. Many of them are Roma.
PERIOD:
1952 to present
POPULATION, PARTICIPANTS:
Without elementary education it is not possible to get a regular job and thus persons without elementary education remain vulnerable and poor, forced to work on grey market, without access to basic rights and social benefits. People without elementary education are usually receivers of social welfare support and this status is maintained through generations.
COORDINATORS:
The School for Adult Elementary Education in Sombor started its work in 1952 within the Workers' University, with the task of education of illiterate persons in the post-war period and continuing education for those without a primary school. Since June 26, 1987, this school has become independent, separated from the Workers' University and in 1989 the school got its own building, in the very center of the city, in the street Laze Kostic No. 3 in Sombor. The building in which the school is still located today was built after 1750 in Biedermeier style. It used to be a pasha horse; it changed the owners as a family house over time, and had other purposes. From the aforementioned date, there is a SCHOOL FOR THE BASIC EDUCATION OF ADULTS. School from adult education from Sombor is providing elementary education as well as tailored courses and trainings, in cooperation with National Employment Service of Serbia (NES) which is financing its core activities.
METHODOLOGY (HOW THE PRACTICE WORKS):
The School work is jointly financed by the National Employment Service of Serbia (NES) and the local communities
where the beneficiaries come from. The pupils are recruited jointly with Center for Social Work, upon the informative campaign. The education is free of charge for the pupils and is voluntary. The transportation costs and costs of books and other minor school tools and materials are covered by the municipalities.
PARTICIPATORY PROCESS:
The school programme is tailored to the needs of beneficiaries. The Time Schedule is aligned to their free time. The lessons are given in the afternoon hours, when beneficiaries complete all their daily tasks and jobs. Since many of the school students are women, the school provides the in-house baby-sitting services. While mothers are having lessons, their children are in the same space and on safe. The needs and capacities of each beneficiary are evaluated. The programme is created together with them, in line with their expressed needs and personal goals and expectations.
TIME TO BE SUCCESFUL (HOW MANY TIME THE PRACTICE TAKE TO ACHIEVE THEIR OBJECTIVES):
One school year counts 8 months – from October to May. Summer months are left free in order to enable pupils to work seasonal jobs and earn money. One adult person can complete elementary education for four to six instead of eight years.
VALIDITY (IF THE PARTICIPANTS THINK THAT THE PRACTICE RESOLVED THE PROBLEMATIC):
There is more and more interest for education among the targeted population. They are aware that they cannot get any employment without elementary education or without specific skills and knowledge.
For the exceptional results achieved in the field of literacy and basic adult education, the School was awarded the prestigious "GOLDEN LETTER" award in 1990.
In 2007, for its project "Lifelong Learning Skills" focused on the inclusion of Roma in the regular education system, the School received the Prize of the Roma and Council of Europe Prizes in the Dosta! (Enough!) Campaign.
IMPACT:
To date, over 14,000 students have completed this school.
INNOVATION:
Innovative aspect of the programme is its readiness to adapt to the needs of beneficiaries. Since many of beneficiaries /pupils are working in the seasonal jobs, the lectures are given in the afternoon hours. Since many of students are woman with small children, the school provides with kinder garden services together with the lessons. While mothers are getting school lessons, their children are in the same space, with their nurse, having their own classes in completing their home-works, or painting, drawing, singing, etc. Also, the venue of the education process is adjusted to the student’s place of living – school comes to them!!
RESOURCES OR CONDITIONS NEEDED FOR THE PRACTICE:
Resources or conditions needed for the practice depend from case to case. If the students are from Sombor, the lessons are given in the school building. But if the students live in the surrounding villages, what is very often the case, than the lessons are given in the local school buildings or in the premises of the local community. Sometimes the students need to be transported from their home to the place where education process takes place. In such cases the additional funding is needed and is usually provided by the local communities.
LIMITATIONS:
The results are limited if the student does not want to participate or refuses further development. For example, some students upon several lessons have said “there is no use in bothering because I am never going to find a job...” The success of good practice depends on a student’s long-term motivation and its willingness to participate.
LEARNED LESSONS: :
The students belong to the most vulnerable groups, which are long term exposed to poverty and exclusion. Their primary need is not only education – they need support in almost every aspect of their lives – starting from psycho-social support to living habits and general education. When the educational process takes all their needs into account, and tailor the program to the most needed skills, the results are higher.
SUSTAINABILITY:
The sustainability is guaranteed by state involvement in financing.
REPLICABILITY:
The praxis can be easily replicated in every context.
CONCLUSION:
People without elementary education belong to the most vulnerable groups – due to their under- education they are underemployed and long-life receivers of the social welfare support, what further exclude them from the mainstream society. Women, mainly women from rural areas and women from minority groups like Roma are the majority. Therefore their education is one of the key steps for their inclusion on the labor market and building of socially included society.
CONTACT (PRACTICES AUTHOR AND ORGANIZATION):
School for adult education, Laze Kostica 3, 25101 Sombor
Tel +381 25 434281,
Fax +381 25 437574
Vladimir Popovic, director