Razprave in gradivo, Ljubljana, March 1986, No.18 ET 
Dali Emrulahu upc 376.744(497.115) 
University of Kosovo 
(College of Pedagogics) 
Pristina, Yugoslavia 
EDUCATION AND INSTRUCTION IN THE SPIRIT OF BROTHERHOOD AND UNITY 
WITHIN EXTRACURRICULAR ACTIVITIES OF THE PUPILS AT SCHOOLS IN THE 
SOCIALIST AUTONOMOUS PROVINCE OF KOSOVO* 
It should be noted that extracurricular (free) activities of the 
pupils should not be equated with merely leisure time or 
recreation. These pupils' activities should be also considered 
“an integral part of the integrated programmatic-methodological 
and organizational structure"* of the education system, And for 
this very reason "schools and other educational institutions have 
to, on the one hand, assume the social responsibility for the 
life, development and socialist education in the leisure time of 
the young generation, developing and promoting the noy-Compul sory 
forms and contents of the educational activities..." 
Some studies published in the industrially developed countries 
confirm that it is possible to shorten, through so-called 
emancipative didactics or through a more efficient and more 
successful utilization of the leisure time of the pupils, the 
time for an efficient mastering of the compulsory educational 
Z programmes , even up to 40 per cent. 
The free, i.e. extracurricular, pupils' activities (insofar as 
they are organized according to their age and according to their 
individual psycho-physical capabilities), have a great 
pedagogical-social import. Namely, the pupils in the new, changed 
conditions with respect to the process of standard education, 
freely manifest themselves, properties of their will and 
character, their disposition, gift and talent (which cannot be 
imagined within the framework of standard education). 
The social extracurricular activities of the pupils in the 
schools of SAP Kosovo have, on account of their specificity 
(above all, of their multinational or multicultural aspect), a 
strong socio-political and ideological-educational character. 
Through these activities, the pupils most suitably supplement 
their knowledge gained in the course of their standard education, 
deepen, concretize and materialize their mutual acquaintance and 
respect, togetherness, 
brotherhood and unity of our peoples and 
nationalities. It is known that the goal of the entire system and 
process of education in this country is the formation of a eee 
manifold socialist personality, the formation ofa scienti te 
dialectical-materialist 
world view, the ee a = 
contemporary general education and the preparation 2 nee 
generation for professional 
work and for an active and e __—. 
integration into the social life and self-management 
pro ’ 
etc. 
* Original: Serbo-Croatian, 10 pages 
219

Razprave in gradivo, Ljubljana, March 1986, No.18 
Within this context, standard regular instruction as the most 
organized form of education offers to the pupils planned and 
systematized indispensable knowledge for a correct attitude to 
both human and inter-nationality relationships, while developing 
also the care and respect for as well as tolerance of man 
independent of his national, religious, social and racial 
affiliation. 
The overall free social activities of the pupils offer an unique 
opportunity for materializing the above-mentioned humanitarian 
goals of education. "These educational activities are carried out 
on the basis of the principles of the self-management organizing, 
social engagement, satisfying the interests, individual 
inclinations and the needs of the pupils for independent work, 
creativity, games and recreation in the varjous fields of social 
life, science, technology, arts and sports." 
There exist a large number of forms and aspects of 
extracurricular activities of the pupils. In essence, free, 
extracurricular activities of the pupils can have a scientific, 
cultural-artistic, socio-political, technical and production, 
sporting-recreational character, etc. "The work of the sections, 
circles, groups, associations, and clubs as basic organizational 
forms of free activities, is organized upon the proposal made by 
the pupils' community, the Socialist Youth League, the Teachers’ 
Board and professional sections, and on the basis of the 
autonomous and free decision-making on the part of the pupils a 
to the kind of activity they want to participate in actively." 
Of course, the contents and programmes of these activities must 
be realistic and based upon the specific circumstances of the 
school in qugstion, and open to the pupils of all the 
nationalities.’ This means that in these activities the pupils of 
all our peoples and nationalities are associated, socialized and 
enriched in terms of their interpersonal relationships, (both 
friendly and collective), as they cultivate their common life, 
work, learning, entertainment, and recreation, and strengthening 
the conscious socialist discipline (a positive attitude to work 
and social property). All of this inevitably influences the 
pupils' further development of the idea of brotherhood and unity 
of our peoples and nationalities. 
Through their free activities of the cultural-artistic character 
the pupils get acquainted with the past, cultural heritage and 
progressive achievements of all our peoples and nationalities. In 
this context, a special place has been given to the achievements 
of our National Liberation Movement and the Socialist Revolution, 
brotherhood and unity, equality of rights and equity, and the 
like. All this without doubt exerts a strong influence upon 
mutual respect, tolerance, solidarity, compassion, and helps 
develop love for socialist self-management of today and for a 
happier common future. The experiences gained so far, equality of 
rights and equity of our peoples and nationalities, in all the 
spheres of social life, form the groundwork of a more efficient 
education of the young generations in the spirit of togetherness, 
brotherhood and unity. 
Through their free activities of the sporting-recreational 
character the pupils associate, engage in recreation and compete 
in various sports disciplines. Here, too, correctness, decent and 
220

Razprave in gradivo, Ljubljana, March 1986, No.18 
civilized behaviour are fostered and the spirit of co-operation 
and tolerance is developed. It is essential that, in these 
competitive disciplines, the competitors are first of all 
considered collaborators, where, of course, the winners are those 
who (have trained most) possess the strongest will and other such 
characteristics. 
Finally, we must emphasize the great significance of the free- 
time activities of the technical and production kind in the 
education of the young generations in the spirit of brotherhood 
and unity, co-operation and common living. In the production and 
other socially beneficial work of the pupils, performed also 
through the free activities of the pupils, one can observe, among 
other things, a very efficient implementation of our Marxist and 
self-management ideology. Given our present socio-economic level, 
there is more and more socially and pedagogically imperative that 
Marxism and self-management be studied within the province of 
praxis, i.e. no longer solely through textbooks, but prevailingly 
through direct integration of the pupils into the process of 
production and social self-management. 
Essentially, the linkage and integration of education with 
production and with associated labour as a whole are not merely 
our general strategy within this important social activity, but, 
at the same time, also our ideological-political and class 
conception of the entire socialist self-management transformation 
of education. 
In other words, in order to successfully realize the Marxist 
ideological-political education of the young generations (in the 
spirit of our socialist self-management and proletarian inter- 
nationalism), we must organize social practice, such as produc- 
tion work (and practice) within the organizations of associated 
labour, production and other socially beneficial work at schools, 
local communities, and the like. Thus, these activities, along 
with their technical and professional character; have to a 
greater extent a human and social character. 
The great pedagogic role of work has been emphasized by classical 
pedagogues; in particular, by the socialist (Soviet) pedagogue, 
A. Makarenko, who proved it both theoretically and practically. 
He even established that a youth collective can be most 
efficiently formed and maintained if based upon the principles of 
working education. However, he also pointed out, at the same 
time, that work in itself, not planned and spontaneous work, 
without a parallel socio-political education does not yield any 
educational advantage. "You may press, as much as you like, a man 
to work," Makarenko has stated, “but if, at the same time, you do 
not educate him politically and morally, if he does not 
participate in social and political life, his work will be merely 
a neutral process not yielding any positive result. 
Thus, the work and production (and free) activities of the pupils 
offer great possibilities for a successful realization of the 
goals of our socialist self-management education and for the 
education of the young generation in the spirit of self- 
management, common life and work, brotherhood and unity, mutual 
respect, solidarity, and the like. These activities enable the 
cultivation of the conscious socialist discipline, in particular, 
221

Razprave in gradivo, Ljubljana, March 1986, No.18 
a positive attitude towards work and towards social property, 
which are the preconditions of the development and cultivation of 
humanism, altruism, and brotherhood and unity. 
From the above account the conclusion can be made that the 
activities of the pupils of the technical and production 
character have a manifold import for the realization of the goals 
of our socialist education. Yet, no one form of the pupils‘ free 
activities should be fetishized. The multitude and variety of the 
forms of the free activities of the pupils offer more 
opportunities for their mutual acquaintance, “cultivation of 
their mutual confidence, sincerity, companionship, friendship, 
collaboration in learning, work, games and entertainment, and for 
training the pupils to use part of their leisure time foy, games, 
entertainment, new knowledge, joys of life and optimism." 
Notes 
1. Divna Markovié-Lebl, "The Self-Managing Socialist School and 
Leisure Time," in: Leisure Time in the Function of the Socialist 
Self-Management Transformation of Education and Instruction, p. 68. 
2. See: conclusions of the Educational Council of SR Croatia 
concerning the development of the educational-instructional 
activities in the leisure time of the youth as an integral part 
of the education system, in: Leisure Time in the Function of the 
Socialist Self-Management Transformation of Education and 
Instruction, p. 248. 
3. Martin Petancic, "The System Approach to Education and Leisure 
Time," in:Leisure Time in the Function of the Socialist Self- 
Management Transformation of Education and Instruction, pp. 24-25. 
4. S. Ivanovié, 1976, "The Pedagogical Function of the Extra- 
curricular activities of the Pupils," Prosvetni pregled, No. 39, 
Belgrade, p. 5. 
5. See: the "Uniform Curriculum and Programme of the Educational 
Work in the Elementary Schools," 1977, Pristina, p. 307. 
6. See: the "Curriculum and Educational Programme of the First 
Phase of Secondary and Vocationally-Oriented Education," 1977, 
Pristina, p. 378. 
7. Ibid., p. 370. 
8. Stevan Bezdanov, 1976, "The Integration of the Pupils into 
Associated Labour: Secure Principle of Education and 
Qualification for Self-Management," in: Education of the Youth 
for Self-Management, Novi Sad, p. 3l. 
9. Stipe Suvar, 1977, The School and the Factory, Skolska knjiga, 
Zagreb, p. 175. 
10. A.S. Makerenko, 1957, Selected Pedagogical Papers 
(Educational Methods), Sarajevo, p. 21. 
11. See: the "Uniform Curricula and Programme of the Educational 
Work in the Elementary Schools," 1977, Pristina, p. 308. 
222