According to a recent nine-month study by the Balkan Investigative Reporting Network, there are an alarming number of mistakes in new Kosovo textbooks. This is certainly not surprising. It was my trip to Kosovo last summer that first influenced me to think about nationalism in education in Southeast Europe, which is now my main focus of research. I took a bus from Serbia to Kosovo in April 2009, a little over a year after the declaration of independence. Already Kosovo was creating a new national identity through billboards, signs, and statues.
Visiting a Serbian friend in Gračanica provided me with a valuable insight into the life of the Serbian minority in the country, which is currently less than ten percent of the population (CIA World Factbook estimates the following ratio: 88% Albanians, 8% Kosovo Serbs and 4% other ethnic groups). My friend worked for the United Nations so she did not live like the majority of the population (UN passport, nice apartment), but after living in Kosovo for almost a decade working for various human rights organizations, we had a very interesting conversation. Gračanica is known for its beautiful Serbian Orthodox monastery, which was founded in the 14th century and is included on UNESCO’s World Heritage List. Judging from the look of the houses, stores and the town in general, this was not a place of luxury. Electricity and water shortages are a problem here as in the rest of the country and the population struggles to make ends meet.
The most alarming part of the conversation that day was her description of the school conditions. After decades of conflict, the Serbian minority migrated into a few enclaves scattered throughout the country. The problem with this is that the town of Gračanica ended up incredibly over crowded. The local school could not support the current number of students, so the solution was to have students attend the school day in four shifts. The result was that some students ended up starting their school day at six in the morning, and some went until six in the evening. None of the groups had enough classroom time to learn very much. The children’s learning was extremely affected by the ethnic divisions in the country, because the Serbian families understandably wanted to live in a community together. This day led me to investigate how they teach history in Kosovo. I found out that Serbian schools teach completely different history and geography lessons then the Albanian schools down the road, ensuring that Kosovo will remain divided for generations to come. Eventually this trip would influence me to write my master’s thesis on education policy reform in Bosnia and Herzegovina, which is my favorite country in the former-Yugoslavia.
BIRN survey investigated the new textbooks that the Kosovo Education ministry ordered for 300,000 students. They analyzed 16 textbooks used in schools and found many mistakes such as out of date maps and even the wrong dates for the birth of Napoleon and Alexander the Great. BIRN states that the textbooks are overloaded with facts and contain many mistakes, and this will negatively impact learning in the country. Interestingly enough, the study showed that many schools are teaching their students with maps depicting Serbia and Montenegro as one country with Kosovo as a part of Serbia. Montenegro declared its independence from Serbia in 2006 and I would have guessed that after the declaration of independence, maps would change immediately to proclaim Kosovo’s new status. The children in Kosovo must be pretty confused about where they live.
According to the BIRN article, the mistakes do not end with geography; they are also found in biology, history and civic education textbooks. Some students learn that there are six continents, not seven. Eighth grade students learn that Latin America is the world’s “third largest territory” after Asia and Africa. The study also noted that students have to learn 60 to 70 dates or facts in each lecture, which is unrealistic and leaves no time for critical thinking. As far as I can tell, education in the former-Yugoslavia highly depends on rote memorization of facts and very little on critical thinking in general. The textbooks also contain various interpretations when teaching about the Battle of Kosovo in 1389. Sixth graders learn that “to participate in fighting the infidel” is one of the five Pillars of Islam (the most important set of rules for Muslims in the Koran) instead of the ‘Shahadah’ or testimony of faith. Jusuf Thaci, the BIRN report’s author, said: “It can be easily noted that this promotes hatred, which is not in accordance with the law in Kosovo.” Most alarming is the fact that a great deal of time is spent teaching about the enemies of the Albanian nation whereas other important events, battles and movements, are just noted briefly without giving much background information.
These inaccuracies matter. They will affect generations to come unless someone steps in to fix the curricula problems at a national level. The international community and the NGOs involved in Kosovo should take a lesson from Bosnia. When the Dayton Peace Agreements were signed to end the war in Bosnia, no one thought about education. It took seven years after the war for anyone to address the need for education reform and the little progress has been made so far. Generally speaking, I would think it should be easier to reform the education system in Kosovo based on population statistics. Unlike in Bosnia where there are sizeable populations of Bosniaks, Serbs and Croats all competing through nationalist rhetoric and three separate curricula, Kosovo is almost 90% Albanian. With a little help, the Ministry of Education in Kosovo should be able to reform this one set of textbooks. The Serbian populations should also receive supplemental materials that address their population in more detail. With such a large number of mistakes and inaccuracies, irrevocable damage was already made. Taking a lesson from Bosnia, reform action must start NOW in Kosovo. After all…children are the future.
Source: Kosovo School Textbooks Fail Accuracy Test by Shengiyl Osmani [http://www.balkaninsight.com/en/main/features/28254/]