Policy framework 

A specific national strategy for social and civic competences does not exist in Serbia.

However, Serbia introduced important measures in the years before the adoption of the Paris Declaration (‘Declaration on promoting citizenship and the common values of freedom, tolerance and non-discrimination through education’).

The framework for social and civic competences in Serbia is the Law on Fundamentals of Education System (Zakon o osnovama obrazovanja i vaspitanja). The Law stipulates that education system must ensure, among other, lifelong learning that aims to continuously develop personal, social, civic and working competences. It also underlines that those are some of the key competences of the lifelong learning. The Law defines social and civic competences as the ability to effectively and constructively participate in social and working life and to increase active and democratic participation. Furthermore, the Law establishes “responsible participation in a democratic society“ as one of the eleven general interdisciplinary competencies, to be developed through all school subjects, throughout primary and secondary education.

Specific target groups are not defined by this law.

Formal learning 

Ever since 2001 Serbian students choose between religious and civic education as compulsory options. Civic education is provided throughout the whole general education pathway – both in elementary and high schools. 

Some of the main learning objectives of civic education are:

• interacting effectively and constructively with others, especially being flexible and able to adapt to changing circumstances and having ‘emotional awareness', 
• thinking critically and being creative,
• acting in a socially responsible manner and having 'a sense of belonging'.

Taught time is 45 minutes per week.

Non-formal and informal learning 

Non-formal and informal learning are legally regulated by the Law on the National Qualifications Framework of the Republic of Serbia (NQF). In addition, the Law on Youthstipulates realisation of the informal education programmes in the youth sector focusing on the quality of informal education of young people.

There are no official national programmes to support extra-curricular activities. However, schools are free to implement projects with different partners that encourage learning and the application of human rights activism in and out of school. 

Participative structures within formal education settings (e.g. pupils' participation in school councils) 

The Law on Fundamentals of Education System stipulates the right of students to establish Student’s Parliament in last 2 grades of elementary school and in high-school. The Law does not bind schools to initiate establishment of Students’ Parliament, but rather serve as the guidelines and encouragement for students to participate in decision-making in their educational institution.

Large-scale programmes aimed at training school staff to enhance their skills to participate in decision-making structures are mainly being organized by the Institute for the Improvement of Education (Zavod za unapređivanje obrazovanja i vaspitanja). The Institute annually conducts seminars throughout Serbia. In September-October 2021 with the support of OSCE, the Institute’s Center for professional education of employees in the education sector organised 4 trainings for the civic education teachers with limited or no experience in the field. 113 teachers participated in the training activities. Trainings were organized under the project "Training for teachers of civic education on the topic of human rights and rule of law and monitoring of the reformed program of civic education". In November 2021, the Center for professional education of employees in the education sector provided course on using drama education in civic education attended by 39 teachers. Additionally, in cooperation with UNICEF, the Institute realised project entitled "Support for civic education reform in the 3rd and 4th grades of high school". More detailed information on the performed activities could be found within the information packages available at the webpage of the Institute.

Measures to encourage student participation in the local community and wider society 

Provisions forming part of national curricula or education regulations/guidelines encouraging pupils at upper secondary level to take part in activities serving the community outside school do not exist in Serbia.

However, Serbia has mechanisms in place enabling the active participation of young people in society, mainly through the work of Local Youth Councils, youth organisations and Youth Offices. All these actors, through the implementation of their regular activities, encourage young people/pupils to participate in activities outside of formal education. The participation in these activities enable pupils to improve their skills and competences, as well as to participate in citizenship-related activities/projects that improve their community. Main organisations active in the field of youth participation (see 5.3 Youth Representation Bodies/Other bodies) are the National Council of Serbia (KOMS), National Association of Youth Offices, National Association of Youth Work Practitioners (NAPOR). Furthermore, important role is given to 140 Local Youth Offices, approximately 80 Local Youth Councils, as well as Youth Council that enables young people to participate in the local community and wider society through different projects/programmes implemented on local or national level.

Partnerships between formal education providers, youth organisations and youth work providers 

The legal framework for partnerships between formal education providers, youth organisations and youth work providers does not exist in Serbia.

Quality assurance/quality guidelines for non-formal learning 

Top-level system of quality assurance applied to non-formal learning activities does not exist in Serbia.

Educators' support 

All subject teachers may teach civic education, provided they have completed designated professional training in this area. More precisely, top-level education authorities organise continuing professional development (CPD) activities to develop the competences of all teachers in the area of civic education. In terms of that, any fully qualified teacher can teach civic education provided that they have completed one or more designated CPD courses. These CPD courses are specifically aligned with the civic education topics in the curriculum and are supported by the top-level education authorities.

The civic education online platform was established by the Institute for Improvement of Education in cooperation with UNICEF. The platform is primarily intended for teachers of civic education in high schools but it is recommended to civic education teachers at all levels of education. It is designed to support teachers in the process of planning, teaching and learning and contains video and written resources (e.g., laws, regulations, strategies, research, manuals, guides, professional texts…) relevant to the curriculum and methodology of teaching civic education. The Institute for the Improvement of Education created a three Guidelines for Teachers and Professors of the civic education in primary and secondary education levels. 

Formal events or networks aiming to support civic education do not exist, however, separate events organized by different institutions, civil society associations take place on different occasions.