Education

This Component aims increase the enrollment rate of children in pre-school education as well as assist BiH with the implementation of the recommendations of international studies, improvement of the quality of educational programs and support the professional development of teachers.

In order to increase the limited number of children enrolled in preschool institutions in BiH, particularly in rural areas, this Reform foresees a number of Steps aimed at ensuring that all children have access to quality early education. Preschool education helps children develop essential skills, such as language, motor, and social skills, which contribute to their overall development.

Steps

3.1.1.1. 60% of children in the year prior to school entry enrolled in early childhood education and care services (ECEC) A set of interrelated interventions are needed under this Step in order to reach the target of 60%. This expansion would enable a greater number of children to develop pre-learning skills, social interaction abilities, and emotional regulation, thereby reducing developmental disparities upon entering primary school.

3.1.1.2. 50% enrolment for children 3-5 At this age, children benefit from structured educational environments that enhance their cognitive and social skills. Activities under this Step will bring together local educational authorities, preschool institutions and municipalities/cities to work together to increase current enrollment rate.

3.1.1.3. 15% enrolment for children 0-2 Raising awareness about the importance of early childhood education for children aged 0-2 targeting parents, healthcare providers, and community leaders will help emphasize the benefits of early enrolment and its long-term benefits (improved health, educational, and economic outcomes).

The introduction of curricula based on learning outcomes, including digital skills and access to internet in schools, ensures that students acquire competencies relevant to modern job markets, fostering innovation and economic growth in BiH.

Steps

3.1.2.1. Introduction and application by relevant authorities within the country of curricula based on learning outcomes, including those that concern digital skills (in line with the EU document Digital Competence Framework for Citizens (DigComp)) This Step foresees a number of actions aimed at supporting a collaborative effort of educational authorities, curriculum developers, educators, and industry stakeholders to align current curricula with learning outcomes, including digital skills.

3.1.2.2. 200 schools / year covered with internet until full coverage with Wi-Fi accessible throughout the school Improving internet access in schools is crucial for integrating digital technologies into education, enhancing learning experiences, and preparing students for the digital age. Full Wi-Fi coverage ensures equitable access to educational resources and opportunities for all students.

3.1.2.3. 30% of teachers in primary and secondary education exposed to training in Digital Skills in line with EU best practice Training teachers in digital skills is essential for enhancing the quality of education and aligning teaching methods with contemporary standards. EU Digital Competence Framework (DigComp) will be of great help.

3.1.2.4. RS Law on Quality assurance in Higher Education enters into force This will help to attract students, researchers, and investments, fostering a conducive environment for continuous improvement in higher education.

3.1.2.5. Accreditation of at least two agencies as members of ENQA This Step contains a number of actions aimed at achieving accreditation by ENQA ("European Association for Quality Assurance in Higher Education"), which is crucial for ensuring that quality assurance processes meet international standards.

High unemployment and mismatch in the labour market represent long-term structural problems in BiH. This Reform will address this gap, including the improvement of the planning of active employment policies, as only a small percentage of employers hire directly from the education system.

Steps

3.1.3.1. At least 40% of second-year VET-students should benefit from substantial exposure (at least 25% of programme) to work-based learning (EEA strategic framework) Against the current limited data available on this issue, this Step will aim to increase the exposure to real-world work environment that help students understand workplace dynamics, develop competencies, and make informed career choices.

3.1.3.2. Quality assurance framework for adult education in place, in line with competences The development of this framework will help to maintain consistent standards across programs, ensuring that adult education aligns with labor market needs and supports lifelong learning.

3.1.3.3. Professional development of teachers and trainers to match new competence requirements Tailored professional development programs for teachers and trainers will ensure that teachers possess the competencies needed to deliver high-quality education.

3.1.3.4. 15% of VET students employed within a year after VET graduation Developing an enrolment policy, together with aligning curricula with labor market demands, providing career guidance and support, fostering partnerships with employers, and promoting entrepreneurship among graduates will help to increase the employment rate of vocational education and training graduates.