Voices from the field

Back When a school gives every voice a chance to be heard

Bosnia and Herzegovina 1 September 2026

Diminuer la taille du texte
Augmenter la taille du texte
Imprimer la page
Imprimer en PDF

When a school gives every voice a chance to be heard

“Let’s give a child a chance.” For Mirza Forić, an IT teacher at the Mixed Secondary School in Čelić, this simple sentence became much more than a teaching approach.  Over the years, it has shaped the way he approaches teaching and sees his role in the classroom. “The moment it clicked for me that it was okay to be different, that I didn’t have to be like the other teachers, I started to see results,” Mirza recalls.

In his classroom, alongside acquiring knowledge, students are encouraged to ask questions, express different opinions and actively participate in classes. Such approaches are part of broader efforts by schools across Bosnia and Herzegovina to further strengthen participation, cooperation and critical thinking in the classroom.

At the other end of the classroom, student Amina Citrić recalls her first days at secondary school in Čelić. “I was quite reserved. Through all these activities, I  learned how to express my opinion and share it, because it can help start something new and contribute to positive change in our community. It is a great feeling when you realize you have contributed to something meaningful.”

Her story is not only about self-confidence. It is about finding her own voice. It is about the moment when a student stops being a passive observer of the teaching process and becomes someone who believes their ideas can make a difference.

lthough they speak from different perspectives, Mirza and his student are connected by the same experience – that of a school evolving together with the people who make it what it is.

Stories like these can be found in many schools across Bosnia and Herzegovina. Such approaches are not new, but through the “Quality Education for All” project, they are further strengthened, enhanced and connected through joint learning, professional support and the exchange of good practices among schools. In this way, teachers and students have more opportunities to shape a school environment where dialogue, participation, cooperation and respect for different perspectives can further thrive.

Today, six schools in Bosnia and Herzegovina serve as Resource Centres for Democratic School Culture. Through the project, they have received an additional framework, professional support and opportunities to exchange experiences and support other schools, enabling them to further develop and strengthen existing practices of participation, inclusion and democratic engagement in school life. In Orašje, Čelić, Brčko, Prijedor, Kiseljak and Zenica, teachers and students are contributing to this process through everyday activities in their schools. Sometimes, these changes begin with small but meaningful moments.

In one classroom in Brčko, a group of the youngest students discussed the fairy tale The Emperor’s New Clothes. Through an adapted version of the well-known story, students had the opportunity not only to explore its literary content, but also to ask questions, consider different perspectives and express their own opinions. In other schools, students take part in initiatives in their local communities, critical thinking clubs and activities that bring together schools, parents and local communities.

These are precisely the types of practices that the “Quality Education for All” project further supports and strengthens through training, mentoring and the exchange of experiences among schools. Through the implementation of the Reference Framework of Competences for Democratic Culture, schools gain additional tools and methodological support to develop activities that encourage student participation, cooperation and respect for different perspectives.

Throughout the project, 33 primary and secondary schools from different parts of Bosnia and Herzegovina have participated in training and mentoring programmes, providing teachers and schools with additional tools, methodological support and opportunities to exchange experiences in the area of democratic school culture. More than 150 teachers have taken part in training and implemented more than 300 teaching practices that further encourage and strengthen critical thinking, participation and active citizenship, with the support of the Centre for Educational Initiatives “Step by Step” and proMENTE Social Research.

Yet behind these numbers lie hundreds of individual stories like those of Mirza and Amina. Stories of new experiences in the classroom, greater student participation in school life, and schools that, through their everyday work, strive to further strengthen an environment for learning, cooperation, respect and active citizenship.

Because sometimes, all it takes for a major change is one simple decision – to give a child a chance.

This session of the website features inspiring narratives, human stories and success examples, that demonstrate positive change and improvement in the lives of individuals, local communities, and society as a whole.

Back A school where children learn to lead

Besnik BAKA

Turija, Serbia 19 September 2025

Diminuer la taille du texte
Augmenter la taille du texte
Imprimer la page
Imprimer en PDF

In the quiet village of Turija in Serbia, “Veljko Dugošević” Primary School hums with more than the sound of lessons. Here, democracy is not just a subject in the textbook- it’s part of daily life. Pupils debate, compromise, take initiative, and share responsibility for their community. Over time, this small rural school has become a model for how democratic values can take root and flourish.

For director Sofia Milenković, the change has been transformative. She explains that focusing on human dignity, conflict resolution, and responsibility has “left a deep and lasting mark” on the school. Conflicts are no longer left to escalate: pupils talk things through, listen to different perspectives, and work toward compromise.

“We achieved that they are not just passive observers, but active participants in shaping school life,” she says, noting that such engagement boosts confidence and strengthens ties with the local community. I believe this is the most valuable contribution we are making to our society,” Milenković added.

That community support runs deep. Sanela Ankić, a municipal council member in charge of education, describes the school as a “recognised example” for others. She praises its modern approach to teaching, strong involvement of parents, and commitment to preparing children who “respect differences, value other people’s opinions, and strive for a better future.” The municipality, she says, “wholeheartedly supports” the work because one day, "these same children will inherit local leadership roles and, hopefully, correct the mistakes of the past."

In the classroom, teachers have woven democratic skills into every subject. Maths teacher Nebojša Ilić uses group work and real-life projects to encourage responsibility and teamwork. When disagreements arise, students are guided toward discussion and compromise. Mistakes become opportunities for joint problem-solving, not blame. “This way of teaching makes them more mature, responsible, and empathetic,” he says.

The change is just as visible at home. As a mother whose first child grew up with this programme, Biljana Šojanović says she sees from the very beginning that the school plays an extremely important role in shaping a community that nurtures mutual respect, equality and appreciation of diversity. What I especially like about ‘Veljko Dugošević’ is that it’s not only about acquiring knowledge– the school is also a place where children learn to be empathetic, tolerant and aware of the world around them. These values are not just mentioned in class but are lived every day in the way children communicate with each other, resolve disagreements and accept diversity.

These lessons are evident in the pupils’ own actions. Future seventh-grader Mija Stević recalls a class vote on how to improve the schoolyard- from benches and swings to planting trees and flowers- where everyone, from teachers to parents, worked together on the chosen ideas. “I realised that listening to others, respecting different opinions, and working together really matters,” she says. Over time, she adds, responsibility has become central to how students approach school life: it’s not just about finishing homework, but also honesty, respect, and caring for shared spaces. “Responsibility means we all work together to make the school a better place,” Mija explains.

Since joining the Council of Europe’s education programme in 2017, first as a pilot school and later as a mentor, “Veljko Dugošević” has become one of a number of reference points in Serbia for democratic culture in education and has also opened a Council of Europe Library with donated books. But its greatest achievement may be the everyday moments: a child admitting a mistake instead of hiding it, classmates solving a dispute without anger, a community shaping its school together.

In Turija, democracy is no longer an abstract concept. It’s a living, shared practice, and it starts in the classroom.

This initiative is carried out within the action “Quality education for all” which is part of the joint European Union and Council of Europe programme “Horizontal Facility for the Western Balkans and Türkiye”.