Table of Contents

  • The rapporteurs of the 2004 Toronto Forum (two Canadians, three Europeans) were called upon both to advance general priorities for futures thinking in education and were assigned to workshops on each of the volunteer systems described in The synthesis report compares the country reports of Bosnia and Herzegovina, Bulgaria, Croatia, Kosovo, FYR of Macedonia, Moldova, Montenegro, Romania and Serbia using the following guidelines: existing legal frameworks, scope of policy development, statistics and indicators, teacher training, involvement of parents, pedagogical concepts, curriculum development and school organisation.Chapters 7-11.

  • The National Report on “Education Policies for at Risk Students and those with Disabilities” of Bosnia and Herzegovina describes the current status of special needs and inclusive education as well as the reform efforts underway.

  • The National Report on “Education Policies for at Risk Students and those with Disabilities of Bulgaria” describes the current status of special needs and inclusive education as well as reform efforts which are underway.

  • The National Report on ‘Education Policies for at risk Students and those with Disabilities’ of Croatia describes the current status of special needs and inclusive education as well as reform efforts underway.

  • The National Report on “Education Policies for at Risk Students and those with Disabilities” of the FYR of Macedonia describes the current status of special needs and inclusive education as well as reform efforts underway. It emphasises logistic and administrative efforts to change the current situation of education provision of children with special needs in special schools to a more integrated approach.

  • The National Report on “Education Policies for at Risk Students and those with Disabilities” of Kosovo describes the current status of special needs and inclusive education as well as the reform efforts which are underway. Valuable assistance was offered by the Finnish Support to the Development of the Education Sector (FSDEK) and a variety of measures to establish inclusive education were undertaken since 2002.

  • The National Report on “Education Policies for at Risk Students and those with Disabilities” of Moldova describes the current status of special needs and inclusive education as well as reform efforts underway. Especially the National Education for All Strategy, building on the Framework for Action of the World Education Forum in Dakar constitutes an important document for the respective policy development.

  • The National Report on “Education Policies for at Risk Students and those with Disabilities” of Montenegro describes the current status of special needs and inclusive education as well as reform efforts underway. This specific area of education has been specifically addressed by the system-wide education reform that began in the year 2000, supported by several international organisations and nongovernmental organisations.

  • The National Report on “Education Policies for at Risk Students and those with Disabilities” of Romania describes the current status of special needs and inclusive education as well as reform efforts which are underway. The Romanian government has effected several legislative acts in accordance with key international documents regarding the education of children with special needs since the mid-1990s.

  • The National Report on “Education Policies for at Risk Students and those with Disabilities” of Serbia describes the current status of special needs and inclusive education as well as reform efforts underway. The basic principles of education for children with special needs as agreed upon by the international community have been adapted to the Serbian reform policy although barriers to inclusive education still remain persistent.