HRC Summary - Croatia
Five points of the summary are about education (13, 30, 56, 60, 61) and one of them deals explicitly with Human Rights education.
13. ORC indicated that, although there has been a National programme for human rights education since 1999, education about human rights and democratic citizenship was implemented in the educational system on a non-obligatory and unsystematic basis.
30. ORC reported that there was a lack of efficient preventive programmes to protect children from all kinds of violence and that improved coordination between relevant stakeholders and continued work with and treatment of both victims and perpetrators had not been organized. ORC noted that in spite of legal prohibition, corporal punishment of children continues to be tolerated and meets no adequate response by competent bodies. ORC mentioned that there were worrying cases of questionable quality of care and treatment in institutions for children and referred to the problem of violence in educational institutions.
56. ORC was concerned about the decision by the Government not to introduce health education in schools, which should have integrated all areas of risk to children's health.102 JS1 reported that there was no systematic sexual education as part of the school curriculum.
60. ORC reported that members of the Roma minority were not fully included in the educational system, the main reason being poor coordination between central and local government bodies in providing quality integrated educational services. The position of Roma women was particularly difficult, as they were often unable to finish school for reasons of gender. Two important measures of the National programme for the Roma and the Action plan for inclusion of the Roma 2005–2015 (a free two-year preschool programme for Roma children and a clear integration policy in primary schools) were not being implemented in a consistent manner, in spite of a considerable increase in the funds made available from the Government and from donations.
61. ASA reported that children with disabilities were refused access to most kindergartens, although the law prescribed for their integration. It also reported that, within primary education, apart from children categorised as persons with a mild intellectual disability, children with intellectual disabilities were referred to special schools. This situation was even worst in secondary education. ASA recommended that Croatia integrate children with intellectual disability in regular schools and to change the law accordingly. DODIR expressed similar concerns with regard to deafblind children. It added that at the national level, no sign language interpreters are provided in classes and that children with disabilities are educated for certain professions according to a stereotypical and outdated understanding of their abilities. DODIR recommended that Croatia adapt educational programs intended for children with disabilities to the needs of the labour market of today.
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