Razprave in gradivo, Ljubljana, March 1986, No.18 
Sonja Novak-Lukanovié UDC 376.744(497.1):800.7 
Institute for Ethnic Studies 
Ljubljana, Yugoslavia 
SOME YUGOSLAV EXPERIENCES IN ASSERTING EQUALITY OF THE NATIONS 
AND NATIONALITIES IN THE FIELD OF EDUCATION* 
This paper was prepared by Sonja Novak-Lukanovié, with the 
cooperation of Silvo Devetak and Vera Kloptité (all of the 
Institute for Ethnic Studies, Ljubljana, Yugoslavia). Jelka 
Arh, Natalija Benini, Riza Brada, Anka Budimlija, Mirko 
Djuranovié, Cedomir B. Kuzmanovié, TaSe Stojanovski, Vaso 
Strehaljuh and Ilja Tanovié collaborated in the collection of 
the material. Magdolna Horvath and Marinka Lazié helped in 
the composition of the tables and other graphic illustrations 
in the appendices. 
In culturally pluralistic societies, the educational process 
plays a complex role, since it must guarantee the education of 
the individual as well as train the person for life in an 
environment in which numerous cultures, languages and other 
specifics of identity are intertwined. That is why the 
educational process can perform its development function in such 
societies only when it draws contextual and spiritual power from 
the historio-traditional cultural and linguistic variety, as well 
as from all that which comes into being with the growth of 
integrative links between them. Only such a conceptualised, and 
actually implemented, educational policy can grow into the 
general-cultural and socio-economic structure of a definitively 
pluralistic society, as one of the main strands of the complete 
and harmonised development. 
That is why education, specifically in Yugoslavia, which is 
nationally so heterogeneous, not only has socialisation functions 
but also represents one of the foundations for educating people 
in the spirit of understanding and co-existence. This cannot be 
achieved simply by acquainting people with the languages of 
others (which is a prerequisite for the development of 
communication among people), but requires also the development of 
wider educational aims such as the mutual acquisition of 
knowledge of the culture and history and the development of human 
values of respect and consideration for others. 
The ethnic and cultural interrelatedness in the region in which 
Yugoslavia is situated (complicated historical experiences are 
still present here) has required and will continue to require 
special attention not only in the formation of the global 
political aims and moral-ethical values of the Yugoslav society, 
but also further fulfillment of educational aims, taking into 
account the irreplaccable role of school in the formation of 
man's view of the world and society. 
Yugoslav multilingual society has a collective ideology and one 
socio-political system for all the nations and nationalities. 
* Original: Slovene 
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Razprave in gradivo, Ljubljana, March 1986, No.18 
each of which exhibits particular socio-economic structures and 
its own history and cultural heritage. Perhaps this can explain 
the special ways of dealing with the concrete forms of education, 
which is one of the common principles of the equality of the 
nations and nationalities. The different methods of realising 
national equality within Yugoslav pluralism have a collective 
foundation, since it is precisely their correlated 
interrelatedness which makes up the whole of that which we may 
call the "Yugoslav model of education of the equal nations and 
nationalities." 
In a culturally pluralistic society, with the simultaneous 
respect of specific autonomous needs that can adjust the 
educational content, it is only by agreements which reflect the 
interests of all that the collectively acceptable directions can 
be set up in this so sensitive area of social life. With this aim 
in mind, in 1981 we in Yugoslavia passed the Agreement of the 
socialist republics and provinces on the collective foundations 
of the education system. In it, the republics and provinces, 
amongst other things, agreed that “they would assure, taking into 
account the possibilities indicated by the laws on education of 
the individual republics and provinces, education in the 
languages of the nations and nationalities, the learning of the 
language of the social environment, the preservation of the 
languages and cultures of the nations and nationalities of the 
pupils and students who are educated in their own language. 
The content of educational work in Yugoslavia derives from the 
collective aims, whose essential purpose is that the pupils, 
through a variety of contents, form moral-ethical views, respect 
for their own nation and awareness of the self-management 
socialist community of the nations and nationalities in SFRY as 
well as worldwide, and gain an awareness of the brotherhood and 
unity amongst our nations and nationalities. 
The aims are not only embodied in the curricula for all levels of 
education but are also defined through social and self-management 
agreements, in normative and self-management acts and in 
political documents, etc. Their content can be summarised by the 
following conclusions: 
Firstly: members of all the nations and nationalities are 
guaranteed the right to educate themselves in their mother 
tongue, and the pupils belonging to the nationalities the right 
to attend schools: 
- in which instruction is conducted only in the mother tongue; 
- in which lessons are carried out bilingually; 
- in which they come together only for the hours of the mother 
tongue, wherever it has not been possible to organise lessons 
either in the mother tongue or bilingually, for objective reasons 
(this form of teaching the native language is called "language 
cultivation"). 
Secondly: a very important component of education for coexistence 
and understanding amongst the nationalities is the teaching of a 
second language (L2) which is called differently in the various 
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Razprave in gradivo, Ljubljana, March 1986, No.18 
republics and provinces of multilingual Yugoslavia. The 
expressions "the language of the social environment" or the “non- 
native language” are used, for example, for the learning of the 
language of another nation or nationality. It is very important 
to note in this respect that the language of the social 
environment or the non-native language is not only learned by the 
members of the nationality but also by the members of the nation, 
that is, of the majority population. 
We believe that the example of SAP Vojvodina, where the children 
learn as the language of the social environment one of as many as 
five equal languages, depending on the ethnic makeup in the 
particular parts of the province (Serbo-Croatian, Hungarian, 
Rumanian, Slovak, or Ruthenian), is not to be found anywhere else 
in the world. 
The learning of the language of the social environment or non- 
mative language is variously organised in individual regions. 
Sometimes it is compulsory, sometimes an optional subject. In the 
Yugoslav multilingual society, this process is carried out in 
such a way that people are trained through the school process to 
be able to communicate among themselves in two (or more) 
languages, because two-sided communication also does away with 
the psychological barriers which affect people who, for various 
reasons, are unable to use their mother tongue. In the Yugoslav 
pluralistic concept of language policy, this means that bilingual 
or multilingual communication in the ethnically mixed regions 
must not only restrict itself to communication in the social 
environment or between friends, but that the language of the 
nationalities is used with equal rights at the place of work and 
in all forms of activity of the self-management organs, and that 
it enjoys equal public status in general, on all levels rather 
than merely in the framework of the so-called ethnically mixed 
territory. 
Although the educational system in Yugoslavia represents a solid 
foundation for the development of functional bilingualism, since 
the organisation of educational work even takes into 
consideration differences as well as the objective possibilities 
for its realisation, in practice, such bilingualism is not 
realised in the same way everywhere, for a variety of reasons. 
Thirdly: a characteristic of the realisation of teaching aims to 
which we would like to draw attention refers to the content of 
educational programmes, which also contain specifics of the 
history and culture of the nations and nationalities with whom 
the pupils live. Knowledge of the neighbour permeates these 
specific contents and respect for his culture is thereby 
strengthened. It is worth stressing here that, above all, in this 
lesson the members of the "majority" nation get to know the 
culture and history of the nationality, which can essentially 
assist in reducing the psychological and other barriers which 
have occurred in various ethnic communities, either as a result 
of historical friction or with their source in contemporary 
socio-economic, politico-psychological and other conditions which 
prevail in particular surroundings. 
The purpose of education for understanding amongst the nations 
and nationalities is not only that the young, in the framework of 
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Razprave in gradivo, Ljubljana, March 1986, No.18 
the educational content, receive certain knowledge, for example, 
about the history, geography and culture of other nations and 
nationalities, and learn their language, but also that these 
children form a view of the world, society and mankind and 
acquire the ability to appraise correctly and independently the 
processes and events that they encounter and will continue to 
encounter on various occasions. 
However, we must not restrict education for understanding and 
coexistence amongst the nations and nationalities only to 
schools, giving it an institutionalised form. We must also 
broaden it and direct it towards other fields of social and 
personal life. In doing this, we must take into consideration all 
those elements which make up the so-called functional education 
and which exert a very strong influence on any young person. 
Some Experiences of the Socialist Republics and Provinces 
In the framework of the division of competence between the 
Federation and the republics and the two provinces, questions of 
education fall within the competence of the latter. These 
questions are regulated on the basis of the Constitution of the 
SFR of Yugoslavia and other common agreed-on principles. In this 
respect, communes have an important role, as the Constitution 
itself stipulates their basic functions in the implementation of 
the principle of the equality of the peoples and nationalities; 
moreover, it is within the communal framework that the weightiest 
questions are solved that concern the life and work of citizens. 
Legal and organizational as well as meaningful dimensions of the 
educational activities are determined by laws, statutes, and the 
resolutions concluded on the communal level, self-management 
agreements, while some matters are regulated even by the 
autonomous self-management resolutions of the organizations and 
institutions that are active in this field. Just as in the case 
of all the other spheres of social life in Yugoslavia, questions 
of education too are solved on the basis of self-management, 
primarily through self-managing communities of interest for 
education and child care, which not only have at their disposal 
independent financial resources but also make decisions, on the 
democratic delegate basis, about all the questions that concern 
this important social activity. In such a system, the state 
organs have especially retained their role in creating a body of 
legal regulations and in controlling the legality of work. 
In spite of a uniform groundwork for the implementation of the 
system of education, multifarious educational methods have been 
developed for the benefit of the members of the peoples and 
nationalities not only in the individual republics and provinces 
but also within them, in smaller sociopolitical communities, in 
the framework of individual geographical areas and even of 
individual educational institutions. These methods have been 
designed in conformity with the traditions or specific needs of 
the life-styles and levels of development in question. This 
spectrum of experiences can hardly be analyzed adequately within 
the scope of a single paper by using a uniform methodology. For 
this reason, we have decided in this chapter to do nothing more 
than to throw light on these features, drawing only on the 
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Razprave in gradivo, Ljubljana, March 1986, No.18 
sources available to us. In this country, there is no unified, 
all-encompassing stock of information available on these 
questions. Hence most of the data presented are not commensurate 
with one another, and there is also the danger that they might be 
incomplete. 
The Socialist Republic of Bosnia and Herzegovina 
This republic has a total of 4,124,008 inhabitants, including a 
large number of members of the peoples and nationalities of 
Yugoslavia (see Appendix I). Members of the nationalities are 
dispersed throughout the territory of the republic (see Appendix 
II, Table 1) In what follows we will deal with some questions 
concerning members of the Ukrainian, Italian and Czech 
nationalities. The fact that this population lives widely 
scattered no doubt affects language development, i.e., education 
in the mother tongue, because members of the nationalities live 
mostly in the areas where the spoken language of the environment 
is Serbo-Croatian/Croato-Serbian. They learn their mother tongue 
only at the elementary school level. 
The native languages of the nationalities began to be introduced 
into the elementary schools as optional subjects in the 1960s. In 
1975 the nationality languages (Italian, Ukrainian, Czech) became 
subjects of elementary-school instruction, representing an 
integral part of the elementary school syllabus (see Appendix 
III, Table 1). 
According to the syllabus of those elementary schools with Serbo- 
Croatian/Croato-Serbian as the language of instruction which are 
also attended by nationality members, the pupils learn Italian or 
Czech or Ukrainian two lessons a week in the first, second, 
seventh, and eighth grades, three lessons a week in the third and 
fourth grades, and either two or three lessons a week in the 
fifth and sixth grades. If any of the classes contains fewer than 
10 pupils who wish to learn the nationality language as a subject 
of instruction, the classes are joined consecutively, i.e., the 
first and the second grades, the third and the fourth grades, 
etc. 
With respect to the nationality population makeup and its 
distribution in Bosnia and Herzegovina, we can justifiably assume 
that these nationalities in principle have fewer possibilities of 
using their mother tongue in various everyday situations. On 
these grounds, we may conclude with a high degree of certainty 
that they communicate mostly in the majority language - Serbo- 
Croatian/Croato-Serbian. The situation being such, they use their 
mother tongues most often only when communicating with fellow- 
members of the same nationality and, of course, within their 
families (an exception can be found in the case of some mixed 
marriages). Such as state of affairs partly accounts for the fact 
that members of the nationalities differ in their knowledge of 
the mother tongue when first entering the school. 
For instance, pupils of the Ukranian nationality only have 
minimal pre-school knowledge of their mother tongue when they 
first enter the school. They mostly speak a dialect containing 
numerous foreignisms, that is, words they adopted from their 
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Razprave in gradivo, Ljubljana, March 1986, No.18 
neighbours - most frequently those who are native speakers of 
Serbo-Croatian/Croato-Serbian - and adapted to the use in their 
own language. 
Why is this so? The Ukrainians settled in Bosnia and Herzegovina 
toward the end of the 19th century and at the beginning of the 
20th century. This was an economic migration that occurred within 
a single state, namely, Austria-Hungary. When the state 
collapsed, the Ukrainians (and thereby their language) were 
separated from their parent nation; their language found itself 
in an environment where it was surrounded by languages of other 
nations. It is a known fact that overall economic and social 
development calls for language development on a permanent basis, 
not least by searching for new words and expressions; on the 
other hand, the "conservation" of a language leads to its 
stagnation. And this is exactly yhat befell (and probably still 
befalls) the Ukrainian language. 
Teachers play a particularly important role in teaching the 
languages of the nationalities. In Bosnia and Herzegovina, 
teachers cannot become qualified for teaching a nationality 
language through regular schooling (neither can they become so 
qualified anywhere else in Yugoslavia). Those who teach languages 
of the nationalities perfect their knowledge by attending various 
seminars and/or individually, according to the possibilities and 
their ambitions. The available analyses show that in their work 
these teachers have to cope primarily with the difficulties of 
inadequate knowledge of the language ragher than the difficulties 
of the pedagogical-methodological kind. 
In the course of the teaching of Czech and Italian, they mostly 
use schoolbooks printed in the Socialist Republic of Croatia, 
whereas the schoolbooks used in the teaching of Ukrainian were 
prepared in Bosnia and Herzegovina (in cooperation with the SR of 
Croatia). In regard to the Ukrainian language, the schoolbooks 
are intended to serve a double purpose: 
- to be used by the teachers who do not have a good command of 
the language nor an adequate knowledge of the teaching methods 
used in language and literature instruction, and 
- to be used by the pupils (who, as already pointed out, have a 
poor knowledge of their mother tongue). 
The fact that members of the nationalities live scattered over 
the republic is one of the main reasons why numerous children- 
members of the nationalities do not have the opportunity of 
learning their mother tongue. An analysis has shown that in the 
school-year of 1984/85, for example, 516 such children were not 
given the possibility of attending organized lessons in their 
mother-tongue. (By comparison, lessons in nationality-language 
instruction in the very same year were attended by 775 pupils!) 
Since no teaching of the mother tongues of the nationalities is 
available in secondary schools (even when available, such 
teaching will probably fail to reach the majority of children), 
cultural-educational seminars have been organized for a number of 
years, at which the children of the Ukrainian and Ruthenian 
nationalities learn their mother tongue and find out about the 
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achievements of their national culture. Since 1965, these 
seminars have been organized in turn by the SR of Croatia, the SR 
of Bosnia and Herzegovina, and the Socialist Autonomous Province 
of Vojvodina. Fourteen such seminars were organized up to the 
year 1980. 
The Socialist Republic of Montenegro 
In addition to the Montenegrin nation, there live in this 
republic members of the other peoples and nationalities of 
Yugoslavia (see Appendix I), among which the Albanian nationality 
- living in the following five communes: Bar, Plav, Rozaje, 
Titograd, and Ulcinj - is numerically the largest (see Appendix 
II, Table 2) 
In the five communes concerned, the educational line of activity 
is organized for the benefit of the members of the Albanian 
nationality either in their mother tongue or bilingually, ranging 
from the pre-school level to the secondary vocationally oriented 
education.” The four pre-school institutions operating in the 
five communes incorporate about 200 children of the Albanian 
nationality. 
The network of the elementary schools which are attended also by 
members of the Albanian nationality consists of 11 full-fledged 
elementary schools (eight grades), with 42 subsidiary classes 
(for the most part in the rural areas of the republic). In the 
school year of 1984/85, these schools were attended by 4,208 
children in all.(See Appendix III, Table 2) This number accounts 
for 11.4 per cent of the total number of the members of the 
Albanian nationality that reside in the five above-cited communes 
of the SR of Montenegro. 
Elementary-school pupils of the Albanian nationality learn Serbo- 
Croatian/Croato-Serbian, the language of the social environment, 
as a compulsory subject, whereas it is learned as an optional 
subject in the secondary school with Albanian as the medium of 
instruction. In certain places, claims have arisen for the number 
of these lessons to be increased to a number exceeding that 
stipulated by the law; the advocates of this claim support it by 
pointing out that a good command of the language, once the 
schooling has been completed, enables one to be integrated with 
the vocational spectrum throughout the country. 
Likewise, the pupils attending the classes in Serbo- 
Croatian/Croato-Serbian as the language of instruction, can 
optionally learn Albanian as the language of the social 
environment, which they label the non-native language. Grades 
five through eight offer optionally two lessons a week, yet the 
number of pupils attending them is not large. For example, in the 
school year 1984/85, there was a total of 161 such pupils in the 
commune of Ulcinj (45 in the fifth grade; 42 in the sixth; 48 in 
the seventh; and 27 in the eighth). 
We believe that the number of the Serbo-Croatian-speaking pupils 
who learn Albanian as the language of the social environment is 
so low primarily because Albanian in all probability 15 not 
sufficiently used in communication on the institutional level, 
which is why the pupils are not stimulated enough to learn it. 
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Nonetheless, we must not ignore the fact that the number of these 
pupils is increasing, albeit minimally. 
In the communes of Plav, Titograd and Ulcinj there are centers of 
the secondary vocationally oriented education, where teaching is 
conducted in both Serbo-Croatian and Albanian (22 vocational 
orientations being available in Albanian). Almost half of the 
children attending these centers are of Albanian descent (see 
Appendix III, Table 3). 
The syllabuses have been unified for all the schools in the 
republic. For pupils of the Albanian nationality, they contain 
specific topics related to the Albanian literature. The 
curriculum in history does not contain any additional material on 
the history of the Albanian nationality, because it forms part of 
the curricula used in the educational process throughout the 
republic of Montenegro, 
Schoolbooks used for the instruction conducted in Albanian were 
either published in the SR of Montenegro or appeared in the 
Socialist Autonomous Province of Kosovo, where they are also 
presently used in the schools where teaching is conducted in the 
Albanian language. 
In the republic of Montenegro there are no junior colleges, 
colleges or universities with Albanian as the language of 
instruction. It is for this reason that a large number of 
students of the Albanian nationality study at the University of 
Pristina (SAP Kosovo). The teachers and professors teaching in 
Albanian can perfect their knowledge of the language by attending 
the plentiful seminars which take place. 
The Socialist Republic of Croatia 
Members of a large number of nationalities live in this republic, 
including the Hungarians, Slovaks, Czechs, Ruthenians, 
Ukrainians, and Italians (see Appendix I). In many communes, 
these nationalities account for 0.7 - 10 per cent of the total 
population. They are to be found concentrated especially in the 
region of Istria and the Quarner Bay (communes Novigrad, Umag, 
Buje, Porec, Rovinj, Pulj, Labin, Cres-Losinj, Reka), where 
members of the Italian nationality live; the Czech nationality is 
mostly located in the area of Bilo-gora and Podravina (communes 
Daruvar, Grubisno Polje, Garesnica, Pakrac). The regions of 
Baranya and north Slavonia are populated by the Hungarians 
(communes Beli Manastir, Osijek, Vukovar, Vinkovci, Djakovo, 
Virovitica, Bjelovar, Donji Miholjac). The greatest number of 
members of the Slovak nationality live on the territory of the 
communes Nasice, Vukovar, Djakovo, and Novska. Members of the 
Ruthenian and Ukrainian nationalities are most numerous on the 
territory of the Vukovar commune, while lower numbers of them can 
be found in other communes, too; for example, Slavonski Brod and 
Novska (see Appendix II, Table 3). 
Education in the mother tongue for the benefit of th¢ members of 
the nationalities has been organized in various ways. 1 while for 
the Italian nationality an integral educational system has been 
developed in the Italian language, ranging from pre-school 
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institutions and the elementary school to the secondary 
vocationally oriented education and higher education, members of 
the Slovak, Ukrainian and Ruthenian nationalities can learn their 
mother tongues only at the elementary-school level. 
In the SR of Croatia, the syllabus is the same for all schools, 
regardless of the language of instruction. Individual syllabuses 
contain specifics designed especially for the sake of education 
in nationality languages, namely: the teaching of nationality 
languages, the teaching of the Croatian or Serbian language as 
the language of the social environment, the teaching of music and 
art, history and geography specifics. These curricula have been 
designed to enable the pupils-nationality members to gain better 
insights into the culture and history of its own nation as well 
as of the homeland of the nation that they share the ethnic 
background with (parent nation). The syllabus includes programmes 
for the teaching of nationality languages and cultures to all 
those members of the given nationalities who for various reasons 
attend the schools where teaching is conducted in Croatian or 
Serbian. Moreover, the syllabus takes due account of the teaching 
of the nationality language as the language of the social 
environment. 
The following sections will outline various types of instruction 
designed for the benefit of individual nationalities (Appendix 
III, Table 4). 
The Hungarian Nationality 
The pupils attend: 
- elementary schools with Hungarian as the language of 
instruction (in the lower grades only); 
- elementary schools with bilingual instruction, i.e. where the 
instruction in question is conducted in two languages; 
- elementary schools with Croatian or Serbian as the language of 
instruction, where only optional instruction is provided of the 
Hungarian language and culture, which is labelled "cultivation of 
the mother tongue." 
Some schools have set up also bilingual pre-school classes. 
The secondary-school center for vocationally oriented education 
is located at Beli Monastir, where most members of the Hungarian 
nationality live. There, bilingual instruction has been 
introduced, so that some of the subjects are taught in Hungarian. 
Additionally, optional lessons in the mother tongue are available 
for all the students of those subjects and courses which are not 
integrated with bilingual instruction. 
Prospective nationality-school teachers are trained at the 
Teacher-Training Faculty in Osijek, where within the lower-grade 
training programme special courses are organized in the teaching 
of the Hungarian language and literature, and in the methodology 
of teaching Hungarian at schools with either Hungarian or 
Croatian/Serbian as the language of instruction. 
Statistical data indicate that the number of the pupils of the 
Hungarian nationality has been decreasing (from 783 to 698 in the 
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Razprave in gradivo, Ljubljana, March 1986, No.18 
last five years), for which several reasons are often adduced, 13 
in particular the decline in the birth-rate and the internal 
migration of the population to the administrative and economic 
centers, where there are no prerequisite conditions for education 
in Hungarian. The lower number of pupils occasioned the introduc- 
tion of combined classes (see Appendix III, Table 5). Further- 
more, it has been repeatedly pointed out that in Croatia too 
the parents often decide to send their children to the schools 
with Croatian or Serbian as the language of instruction, because 
they believe that by doing so they will facilitate their chil- 
dren's further schooling as well as their general outlook for the 
future. What usually happens is that these children electively 
attend classes in the Hungarian language as the mother tongue 
("cultivation of the mother tongue"). (See Appendix III, Table 6) 
Even in the localities with hardly any possibilities of 
organizing a school or some classes with Hungarian as the 
language of instruction (communes Vukovar, Djakovo, Virovitica, 
Bjelovar, Donji Miholjac), pupils of Hungarian nationality have 
the opportunity, within Croatian- or Serbian-language schools, to 
learn the Hungarian language and culture (“cultivation of the 
language") on an optional basis (Appendix III, Table 6).This kind 
of instruction was first introduced in the 1967/68 school year, 
when elective lessons in the Hungarian language were attended by 
42 pupils. Today, their number is on the increase (Appendix III, 
Table 6a). Why? The answer to this question would be without 
doubt very interesting. 
In the classroom, they make use of schoolbooks that were 
specially prepared for nationality schools (for instance, 
Negovanje madZarskog jezika 1-4 (Cultivation of the Hungarian 
Language 1-4) - a manual; Povijesna Gitanka za osnovne #kole 
(History Reader for Elementary Schools), and of the translations 
of textbooks employed in the schools with Croatian or Serbian as 
the language of instruction. Textbooks written in Hungarian and 
produced in the SAP of Vojvodina will begin to be utilized 
starting with the next school year (1985/86), when they will be 
coordinated in contents as a result of the implementation of the 
common Yugoslav "cores" in the educational programmes. 
As to the training of teachers, there are several possibilities. 
They can take up studies at the Teacher-Training Faculty in 
Osijek (lower-grade teaching and the Hungarian language), while 
at the faculties located in the SAP of Vojvodina they can gain 
the qualifications for the job of specialized upper-grade 
elementary-school teachers. On the basis of the intergovernmental 
Programme 5 of the educational-cultural cooperation between the 
Socialist Federal Republic of Yugoslavia (SFR of Yugoslavia) and 
the Hungarian People's Republic (Hungary), teachers and teachers- 
to-be can also study at the corresponding universities in 
Hungary. Additionally, they can perfect their professional 
knowledge by participating in special seminars, such as those 
held in Subotica or Novi Sad, by attending special lectures, or 
by taking part in the summer seminars organized in Hungary. 
The Italian Nationality 
The organizational structure of elementary schools is not 
uniform, as there exist: 
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Razprave in gradivo, Ljubljana, March 1986, No.18 
- elementary schools where the teaching is conducted only in the 
Italian language, and 
| 
- elementary schools where there are both classes with Italian as 
the language of instruction and classes with Croatian or Serbian 
as the language of instruction (see Appendix III,Table 7, for the 
numbers of respective pupils). 
The Croatian or Serbian language as the language of the social 
environment is taught as a compulsory subject in all the schools 
with Italian as the language of instruction. It is the language 
that also figures in other forms of classroom/school activities. 
In the educational institutions with Croatian or Serbian as the 
language of instruction, the Italian language as the language of 
the social environment is taught as: 
- a compulsory subject of instruction in those communes that are 
bilingual, according to the law (Rovinj, Buje, and partly Pulj) 
from the second grade to the second sophomore year of the 
secondary-school vocationally oriented education; and 
- an optional subject of instruction in the communes Reka, 
Opatija, Labin, Pazin, Porec, and Pulj (likewise from the second 
grade to the second sophomore year of the secondary-school 
vocationally oriented education. 
During the school year of 1983/84, about 14,000 Croatian pupils 
and stygents learned Italian either on a compulsory or elective 
basis. In this way, prerequisites are brought into being for 
genuine bilingualism that is not restricted solely to school 
situations, but of necessity penetrates into all other types of 
social and public life throughout the territory populated by 
members of both the nation and the nationality. 
Virtually all the teachers have gained the necessary 
qualifications, having been trained mainly at the Teacher- 
Training Faculty in Pulj, where courses and examinations are held 
in the Italian language. The teachers who teach at the schools 
with Italian as the language of instruction and those who teach 
Italian as the language of the social environment, have the 
possibility of participating in many in-service training seminars 
organized alternately by the two countries in cooperation with 
the appropriate Italian institutions, particularly the Universita 
populare of Trieste/Trst. These seminars are attended by teachers 
from the SR of Croatia and from the SR of Slovenia (there are, to 
enumerate a few examples, seminars on language, culture and 
literature; on mathematics and natural sciences; and on pre- 
school education). 
These seminars offer not only improvement in linguistic 
knowledge, but also perfection in the fields of methodology and 
pedagogy as required for the teaching of Italian as a native 
language and as the language of the social environment. One must 
be aware that there are a number of specific features that the 
education in a nationality language entails; these features have 
to be incorporated into all types of education, from syllabuses 
and textbooks to other teaching materials. 
The schools with Italian as the language of instruction make use 
of several kinds of textbooks: 
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Razprave in gradivo, Ljubljana, March 1986, No.18 
- those specially prepared for use in these schools (first and 
foremost the textbooks containing specific elements for the 
benefit of the nationality - Italian as the native language or as 
the language of the social environment, and Croatian or Serbian 
as the language of the social environment); 
- translations from Croatian or Serbian; 
- books imported from Italy, as a result of direct, fruitful 
cooperation of the Italian Union for Istria with the Universita 
popolare of Trieste/Trst. 
Some of these textbooks are used also in those schools in the SR 
of Slovenia where teaching is conducted in the Italian language. 
The Czech and Slovak Nationalities 
Education in the Czech and Slovak languages (Appendix III, Table 
4) is implemented: 
- in two full-fledged elementary schools with Czech as the 
language of instruction, both in the commune of Daruvar; 
- one elementary school with classes where Czech is the language 
of instruction, in the commune of Grubisno Polje; it may be noted 
that this is true of some classes only; 
- two subsidiary, lower-grade schools, each comprising grades one 
through four, with Czech as the language of instruction, whereas 
in the lower grades there are combined classes because of the low 
number of pupils (in the communes of Garesnica and Slavonska 
Pozega); 
- two subsidiary four-grade schools with Slovak as the language 
of instruction, in the commune of Vukovar (classes are combined). 
In the areas without larger numbers of the members of the Czech 
and Slovak nationalities, instruction is only given of either the 
Czech or Slovak language and culture (“cultivation of the 
language"), Such instruction of the Czech language and culture in 
three communes. Just as in the case of the Hungarian language, 
the number of Czech and Slovak pupils has been on the increase; 
we are referring to the pupils learning their mother tongue on an 
optional basis ("cultivation of the language"). (See Appendix 
III, Table 8) 
Neither Czech nor Slovak as the language of the social 
environment is taught in any school within the SR of Croatia with 
Croatian or Serbian as the language of instruction. Similarly, 
there are no junior colleges, colleges or universities that offer 
teacher training courses for teaching in the Czech language. In 
order to fulfill the needs of the Slovak nationality, teachers 
are trained at (junior) colleges and universities in the SAP of 
Vojvodina. The teachers can improve their professional skills, 
and hence facilitate their everyday work, by taking part in 
various conferences, specialist meetings, and seminars on the 
Czech language, held in Prague, and those on the Slovak language, 
held in Bratislava. 
In both teaching and learning the Czech and Slovak languages and 
cultures, certain difficulties arise primarily on account of the 
inadequate and uneven teaching of the pupils' mother tongue. This 
state of affairs calls for specially adapted curricula and the 
43

Razprave in gradivo, Ljubljana, March 1986, No.18 
individual approach to the organization of work; these desiderata 
have in actual fact been incorporated into the new curricula that 
are to be put into effect starting with the school year of 
1985/86. Further, a number of textbooks, manuals, and other 
teaching aids and materials are lacking (for instance, there is 
no textbook designed for the teaching of the Czech and Slovak 
languages). 
The Ruthenian and Ukrainian Nationalities 
Children of Ruthenian nationality are introduced to their mother 
tongue already at the pre-school level in one bilingual group 
(Croatian or Serbian and Ruthenian) in the commune of Vukovar 
(Miklosevci). In the 1983/84 school year, this group had 15 
children. 
Since there are no elementary schools or classes with Ruthenian 
and Ukrainian as the language of instruction, those who are 
interested attend only lessons in the mother tongue. Ruthenian as 
a subject of instruction is taught in five elementary schools 
within the communes of Vukovar and Zupanja, and Ukrainian in four 
elementary schools in the communes of Vukovar and Novska. The 
number of pupils attending this instruction in the upper grades 
has been on the decrease. 
For the benefit of those pupils who for some reason or another do 
not learn their mother tongues, special summer seminars are 
organized that last from 8 to 10 days in all. Each year, these 
seminars are attended by 80-100 pupils from the Socialist 
Republics of Croatia and Bosnia and Herzegovina, as well as from 
the SAP of vojvodina.! These seminars are based on the 
programmes that are pedagogically designed in such a manner as to 
include the subject-matter that the pupils would acquire if they 
attended regular lessons in the mother tongue, the history and 
culture of the nationality concerned. 
Teachers of Ruthenian are trained within the Ruthenian Programme 
at the Paculty of Arts in Novi Sad; however, we have already 
noted that the training of prospective teachers and teachers of 
Ukrainian is not available everywhere in Yugoslavia. Their 
language qualifications therefore depend mostly on the knowledge 
they acquire within their families, in the elementary school, OF 
through self-education. The textbooks used in the teaching of 
Ruthenian are those which are used in the SAP of Vojvodina. 
Finally, two textbooks (one for third and fourth grades and the 
other for fifth and sixth grades) for the teaching of Ukrainian 
were prepared in 1979 in cooperation with Bosnia and Herzegovina. 
The Socialist Republic of Macedonia 
Apart from the Macedonian nation, in this republic there live 
also members of other peoples and nationalities, among which 
Albanians, Turks and Roms (Romi) are the most numerous (Appendix 
I and Appendix II, Table 4). 
self-management enactments i f legal provisions and 
eS eta che : : and especially for members regulating the field of education, 
44

Razprave in gradivo, Ljubljana, March 1986, No.18 
of the nationalities, education is implemented in the language of 
the nationality concerned and/or bilingually in those comaungg 
which according to the relevant by-laws are ethnically mixed. 
These are as shown below: 
  
  
Macedonians Albanians Turks 
Gostivar 18,383 63,135 10,994 
Debar 2,561 10,308 §,:155 
Kiéevo 21,190 23,338 3,342 
Kumanovo 65,803 39,608 2,302 
Ohrid 54,263 3,587 2,688 
Resen 17,574 3,689 3,180 
Skopje 320,562 86,462 20,563 
Struga 30,096 23,623 967 
Tetovo 31,451 113,414 4,675 
  
Pre-school educational-custodial institutions using the Albanian 
and Turkish languages were in 1984 attended by 481 Albanian and 
183 Turkish children. Why so few children in day nurseries and 
kindergartens? The answer to this question is probably not as 
simple as one might think, because aside from the capacity 
problems, one has to take into account the socioeconomic 
conditions as well as the psychological-traditional social 
relationships. 
In this republic, there is an extremely variegated network of 
elementary schools which in the 1983/84 school year comprised as 
many as 1,286 elementary schools, in which teaching is conducted 
in the Macedonian, Albanian, Turkish, and Serbo-Croatian 
languages (Appendix III,Table 9). Naturally, we are interested 
primarily in those educational institutions where Albanian and 
Turkish are used. 
Larger places have schools where Albanian and Turkish are the 
languages of instruction, whereas in localities with fewer pupils 
belonging to individual nationalities “mixed” elementary schools 
have been established, where in addition to the Macedonian 
classes there are classes with Albanian, Turkish, and Serbo- 
Croatian used as the languages of instruction (Appendix III, Table 
10). Such an organization of school activities, which comprises 
as much as 39.3 per cent of the pupils of the Albanian and 
Turkish nationalities, doubtless represents a very welcome 
influence upon the strengthening and fostering of the 
understanding and coexistence among the children of dissimilar 
ethnic backgrounds. If they attended separate schools, these 
children would be able to meet only in certain communicational 
situations. On the contrary, in such a culturally and 
linguistically pluralistic elementary school, pupils meet daily 
during the intervals for recess, on the occasion of school 
excursions, outside the classroom activities, and so forth. 
In those places of the SR of Macedonia where there are no 
realistic possibilities of setting up elementary schools or at 
least a few classes in the languages of the nationalities (the 
main reason usually being too low a number of children), lessons 
only in the mother tongue are offered by the schools in question. 
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Razprave in gradivo, Ljubljana, March 1986, No.18 
Similarly, on the level of the secondary vocationally oriented 
education, students can attend classes in their mother tongues, 
viz., Macedonian, Turkish, Serbo-Croatian, or Albanian, but these 
schools too are "mixed," because they subsume classes where 
teaching is conducted in different languages, depending on the 
nationality makeup of students (Appendix III, Table 11). 
The curriculum, which is common to the pupils and students of all 
the peoples and nationalities living in the SR of Macedonia, 
provides also for the instruction of the language of the social 
environment, which in Macedonia can be Macedonian, Albanian, or 
Turkish, depending on the demographic population makeup. The 
educational programme has been designed in such a manner that 
other subjects also contain the subject-matter that broadens the 
pupils' or students' knowledge of the history and culture of the 
peoples and nationalities other than their own.In this way, 
coexistence in an ethnically heterogeneous society is being built 
up. 
All the necessary textbooks are available for a successful 
implementation of the educational programme in the Macedonian, 
Albanian, and Turkish languages. Qualifications for teaching in 
Turkish or Albanian can be gained at the institutions of higher 
education in the SR of Macedonia as well as at teacher-training 
colleges in other parts of Yugoslavia. Knowledge of the language 
and culture can also be improved by attending a large number of 
seminars that are organized by pedagogic services. 
The Socialist Republic of Slovenia 
In this ethnically homogenous republic, the autochthonous 
population consists of the Slovenes and members of the Italian 
and Hungarian nationalities (see Appendix I). The demographic 
structure of the population in the last decades has become more 
diversified in the wake of internal economic migrations, so that 
now numerous members of the other peoples and nationalities of 
Yugoslavia can be found in Slovenia. The Italian nationality is 
concentrated in the communes of Koper, Piran and Izola, and the 
Hungarian one in the communes of Lendava and Murska Sobota (see 
Appendix II, Table 5). 
It is due to the dissimilar historical background that in the SR 
of Slovenia two types of educational institutions have been 
developed to the advantage of members of the nationalities: 
members of the Hungarian nationality attend bilingual (Slovene- 
Hungarian) educational institutions, while members of the Italian 
nationality are incorporated into the educational institutions 
where the teaching is conducted in the nationality language. Each 
of the two types of institutions will be presented separately in 
the following pages. 
Education for members of the nationalities living in the SR of 
Slovenia forms part of a uniform educational system which, being 
very specific, is regulated also by special legal provisions and 
self-management documents. 
In the process of the development of education, a special role 
has been fulfilled by the self-managing communities of interest 
for the education and culture of the members of the Italian and 
46

Razprave in gradivo, Ljubljana, March 1986, No.18 
Hungarian nationalities. These communities discuss and 
participate in making decisions that bear on all the weighty 
questions associated with the status of the nationalities; 
furthermore, they take an active part in the creation of 
educational PEgITams and in the distribution of the network of 
schools, etc. 
a)Education for the Hungarian Nationality 
On the Slovenian-Hungarian ethnically mixed territory, which is 
in the communes of Murska Sobota and Lendava, the children attend 
bilingual educational-—custodial divisions (see Appendix III, Table 
12). In order that they might be successful in the elementary 
school and acquire a certain amount of second-language knowledge 
- i.e. language of the environment - already in their pre-school 
period, all of the children aged five attend two-year preparatory 
programmes prior to beginning regular grade-school work (in the 
other parts of Slovenia, this program lasts only one year). 
In the elementary schools of the ethnically mixed area (see 
Appendix III,Table 13), educational work is uniformly based on 
the principle of bilingualism - i.e. implemented in Slovenian and 
Hungarian, both being the languages of instruction as well as 
subjects of instruction. In grades one through four bilingualism 
is complete, with the teaching giving the explanation of the 
subject-matter first in Slovene and then in Hungarian. Various 
forms of consolidation, enlarging and testing are based on the 
principle of internal linguistic differentiation and 
individualization. The teacher also takes into account the mental 
abilities and linguistic knowledge of the pupils of both 
languages. In the upper grades, the instruction of the natural 
sciences, mathematics, history, and geography is carried out 
mostly in Slovenian, the exception being those units which deal 
with the Hungarian history and geography; for these, Hungarian is 
used, with the addition of the relevant Slovene terminology. 
At the secondary vocationally oriented education level (see 
Appendix III,Table 14), two bilingual programmes are available, 
viz., pedagogy and economics-oriented training, while Slovenian 
is used for the other types of specialized training. Hungarian as 
the language of the environment is compulsory. Even in some 
secondary schools located outside the ethnically mixed area 
students can enroll for courses in the Hungarian language (for 
instance, at Murska Sobota and Radenci), yet this possibility has 
failed to generate the expected response (it would be interesting 
to find out the psychological-political and socioeconomic reasons 
for this state of affairs). 
Hungarian can be studied within the Programme in the Hungarian 
language and literature at the Teachers’ College in Maribor. 
There is also an instructorship in Hungarian at the Faculty of 
Arts (College of Liberal Arts) in Ljubljana, providing the 
opportunity for in-service training. Within the Yugoslav- 
Hungarian Programme of educational-cultural cooperation, 
studies of the language are available in Hungary too (but limited 
to two students a year only). 
47

Razprave in gradivo, Ljubljana, March 1986, No.18 
b) Education for the Italian Nationality 
In the three communes of the Littoral where members of the 
Italian nationality live, the network of educational-custodial 
institutions, elementary schools, and secondary vocationally- 
oriented schools has been designed in such a way that it assures 
pupils and students instruction in the mother tongue at all 
levels (see Appendix III,Table 15). 
As to the secondary vocationally oriented education, for example, 
five specialized training programmes in Italian are available to 
the members of the Italian nationality, viz., economics, 
metallurgy-manufacturing, pedagogy, social sciences, and natural 
sciences-mathematics (see Appendix III, Table 16). These 
programmes provide the members of the Italian nationality with 
good grounds for making vocational choices or for further 
education. 
At all levels where the educational activities are carried out in 
the Italian language, the Slovenian language is compulsory for 
all the pupils and students, and so is Slovene literature. 
Likewise, in all the educational institutions with Slovenian as 
the language of instruction, Italian is compulsory for all too 
(see Appendix III,Table 17). 
Regular four-year-college courses in the Italian language and 
literature can be taken up at the Faculty of Arts in Ljubljana; 
one can also pursue studies of this subject on the same level in 
Italy. 
A special programme comprising the Italian language and language- 
teaching methodology has also been designed within the Teachers’ 
College (the Koper branch), where students gain qualifications 
for lower-grade teaching in the schools using Italian as the 
language of instruction. 
The curriculum used by the educational institutions with Italian 
as the language of instruction and by the bilingual Hungarian- 
Slovene institutions is identical to the one that is in effect in 
the educational institutions with Slovenian as the language of 
instruction which are located outside the ethnically mixed area. 
In addition to the general educational and instructional 
objectives, the curricula of these educational institutions also 
include specific objectives, namely the learning of the language 
of the social environment and the introduction to culture and 
history of one's own nation or of the nationality that the nation 
lives together with. 
Those teachers who teach at bilingual educational institutions 
and at the institutions with Italian as the language of 
instruction receive advanced in-service - including linguistic ~ 
training by participating 
actively in numerous seminars. 
Moreover, they also take part in the seminars held in Hungary and 
Italy, on the basis of inter-governmental 
programmes in 
educational-cultural cooperation. 
Nationality schools in the SR of Slovenia make use of four kinds 
of schoolbooks and textbooks: 
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Razprave in gradivo, Ljubljana, March 1986, No.18 
original textbooks written in Italian or Hungarian; 
translations of Slovene textbooks; 
textbooks and schoolbooks published in Italy or Hungary; 
- textbooks and schoolbooks published by EDIT (SR of Croatia) and 
the Textbook Publishers of the Province (SAP of Vojvodina). 
By way of illustration, in the period from 1979 to 1984, the 
following books appeared for use in the elementary schools with 
Italian as the language of instruction: 14 translations of 
Slovene textbooks, 11 textbooks brought out in cooperation with 
the EDIT publishers, and 5 books imported from Italy. Since 1979, 
the following publications have appeared for use in the bilingual 
elementary schools: 18 textbooks and schoolbooks, of which 3 are 
original works, 12 are translations of Slovene textbooks, and 3 
are translations of summaries of Slovene textbooks for some 
upper-grade elementary-school subjects. As to the pupils in 
elementary schools and students in secondary vocationally 
oriented schools who learn Hungarian as their mother tongue, the 
textbooks used are those that were pyblished in Novi Sad by the 
Textbook Publishers of the Province. 
The Socialist Republic of Serbia 
The territory of the SR of Serbia (excluding the Provinces) is 
not ethnically homogeneous either. Data collected during the 1981 
census indicate that in addition to Serbs, this republic is 
populated also by members of the Albanian, Bulgarian, Romany, 
Rumanian and Slovak nationalities as well as by other peoples and 
nationalities (see Appendix I; see also Appendix II, Table 6). 
The Acts, pn elementary and secondary vocationally oriented 
education stipulate that the educational work performed in the 
commune where the nationality members live be conducted also in 
the nationality language as specified by the communal by-laws. 
In case educational work is not conducted in the nationality 
language, special instruction in the mother tongue incorporating 
elements of national culture is provided and implemented for the 
benefit of the nationality members. The possibility is also 
provided of pupils' and students' learning the language of the 
other peoples and nationalities living on the territory of the 
commune in question, in conformity with the parents’ decision. 
Whenever educational work is performed in the nationality 
language, register papers, certificates, and other public 
documents intended for the nationality members are issued in two 
languages, viz., in Serbo-Croatian and in the language of the 
people or nationality. 
Children of Albanian and Bulgarian nationalities have the 
possibility of attending educational-custodial institutions that 
are either bilingual or use their mother tongues. The following 
table shows where these institutions are located and indicates 
the number of children attending them:2 
49

  
  
  
  
  
Razprave in gradivo, Ljubljana, March 1986, No.18 
Commune 
Number 
of 
Number 
of 
POP 
Kindergartens 
Children 
Bulgarian 
Bosiljgrad 
x 65 
Albanian 
Bujanovac 
5 314 
Albanian 
Medvedja 
2 
50 
Serbo-Croatian/ 
Albanian 
(bilingual) 
Presevo 
3 
547 
Serbo-Croatian 
Bulgarian 
(bilingual) 
Dimitrovgrad 
1 
169   
Elementary schools in the languages of the nationalities and 
bilingual schools (see Appendix III; Table 18) work according to 
the curricula used also by the schools with Serbo-Croatian as the 
language of instruction, the difference being that the former 
contain the following specificities concerning the nationalities: 
- respective programmes in Bulgarian and Albanian as native 
languages in grades one through eight; 
— @ programme in Serbo-Croatian as the language of the social 
environment, designed for grades one through eight of the schools 
with Albanian or Bulgarian as the language of instruction; 
- supplementary programmes in history, geography, art and music, 
whereby children become acquainted with the history and culture 
of their nation. 
Bulgarian is used as the language of instruction in nine full 
elementary schools (i.e. grades one through eight) in the 
communes Of Bosiljgrad, Gabusnica and Surdjulica. In the school 
year 1982/83 a bilingual (Serbo-Croatian/Bulgarian) elementary 
school was established at Dimitrovgrad, which is attended by 
Serbian and Bulgarian children. Both languages are treated as 
subjects on an equal footing with each other. 
Instruction carried out in Albanian is implemented in 14 central 
elementary schools in the communes of Bujanaovac, Medvedja, and 
Presevo. In the school year 1981/82, 94.5 per cent of all the 
compulsory-school-age cniigren of the Albanian nationality were 
enrolled in these schools. 
Slovak-language instruction is conducted only in one class at 
Dobanovci (commune Zemun), and Rumanian-language instruction only 
at the locality of Ovca (commune Palilula). 
The secondary vocationally oriented education for the members of 
the Albanian and Bulgarian nationalities has been organized in 
five educational centers (Presevo, Bujanovac, Medvedja ae 
Albanians; Bosiljgrad and Dimitrovgrad for Bulgarians). aoe 
of the Albanian nationality attend classes in their oo one 
tongue. The curriculum is identical with that used in a 
secondary vocationally oriented schools with Serbo-Croatian 
50

Razprave in gradivo, Ljubljana, March 1986, No.18 
the language of instruction, but again with the addition of 
specific features (the learning of Serbo-Croatian as the language 
of the social environment and specific supplementary subject- 
matter designed to enhance the knowledge of the culture and 
history of one's nation as well as the knowledge about the 
country where the nation of the same ethnic background resides). 
At Bosiljgrad, members of the Bulgarian nationality attend 
secondary vocationally oriented instruction conducted in Serbo- 
Croatian, whereas at Dimitrovgrad day-nursery activities, 
elementary-school instruction and secondary vocationally oriented 
instruction are all conducted bilingually. 
Those who intend to teach in Bulgarian-language schools study at 
the Teachers' College in Vranje and within the Programme in 
Bulgarian at the Philological Faculty in Belgrade. In-service 
training is also available there. On the other hand, trainee 
teachers and teachers in Albanian-language schools are trained 
mostly at the University of Pristina. 
The teachers who teach in the nationality languages receive 
advanced professional - including linguistic - training during 
special seminars (for instance, at the seminar for teachers of 
the Bulgarian language and literature held in Bosiljgrad and 
Dimitrovgrad, and at the seminars for teachers of Serbo-Croatian 
as the language of the social environment held in Bujanovac, 
Bosiljgrad and Dimitrovgrad). 
All the textbooks used for instruction in the schools with 
Bulgarian as the language of instruction, as well as in the 
bilingual schools, were first published in the SR of Serbia. As 
to the schools with Albanian as the language of instruction, they 
make use of textbooks from the SAP of Kosovo and the SR of 
Montenegro (the sole exception being the biology and language- 
teaching textbooks, both of which were prepared by Textbook 
Publishing in Belgrade). 
The Socialist Autonomous Province of Kosovo 
The Province is characterized by a variegated national makeup of 
the population (see Appendix I and Appendix II, Table 7). The 
educational process organized in the mother tongue comprises all 
the levels, from pre-school institutions to those of higher 
education, regardless of the number of pupils and students. The 
languages of instruction are Albanian, Serbo-Croatian and 
Turkish. 23° Starting with the school year 1984/85, certain 
communes (Pristina, Gnjilane, Titova Mitrovica, Urosevac) have 
offered Roms (Romi) the possibility of learning their mother 
tongue at the elementary-school level, whereas other subjects are 
taught in the language of their own choice. 
As early as the pre-school level, children can attend 
educational-custodial institutions using their mother tongue. 
Compared with the total number of children, the number of pre- 
school institutions is very low (111 infant nurseries and 121 
kindergartens consisting of 540 divisions) due to socioeconomic 
and other reasons. According to the data of the Provincial Board 
of Education, in the school year 1984/85 there were 343,063 
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Razprave in gradivo, Ljubljana, March 1986, No.18 
pupils enrolled in 927 elementary schools. Of this total number, 
294,750 pupils (85.91 per cent) attended Albanian-language 
instruction, 46,645 pupils (13.59 per cent) attended Serbo- 
Croatian-language instruction, and 1,668 pupils (0.49 per cent) 
attended Turkish-language instruction. (The number of pupils by 
individual communes is tabulated in Appendix III, Tables 19 and 
20). In order that a consistent implementation of the principle 
ef the equality of the peoples and nationalities might be 
attained with respect to mother-tongue instruction, special 
classes have been created in the Province comprising even fewer 
than 10 pupils, especially in the case of children who live in 
smaller localities. Such classes are attended by more than 10,000 
pupils in all (see Appendix III, Table 21) that are organized in 
770 classes, which certainly represents a sizable share out of 
the total of 11,600 classes using Albanian, Serbo-Croatian, 
Turkish, and Romany, respectively, as the languages of 
instruction. 
As of the school year 1984/85, in the Province there were 47 
active centers of secondary vocationally oriented training 
totalling 2,650 classes, of which 2,050 were in Albanian, 582 in 
Serbo-Croatian, and 18 in Turkish-language instruction, (See 
also Appendix III, Table 22). The University of Pristina employs 
three languages - Albanian, Serbo-Croatian and Turkish. In the 
1984/85 academic year, the University had an enrollment of 37,594 
students (29,659 Albanians, 4,338 Serbs, 1,053 Montenegrins, 162 
Turks, 1,845 Muslims, 50 Roms and 487 others). re 2 
interesting to note that in comparison with the academic year 
1978/79, the number of students decreased by about 10,000 (see 
Appendix III, Table 23). 
Knowledge of the language and culture of another nation or 
nationality one lives together with represents one of the 
significant strands interlinking members of different peoples and 
nationalities. In the SAP of Kosovo, which is an ethnically 
heterogeneous province in terms of population makeup, the 
teaching of the second, i.e. non-native, language has a specific 
import of its own. The teaching of non-native languages is 
regulated by legal provisions and on the hasis of direct 
decisions made by the parents and students." The non-native 
language (Albanian or Serbo-Croatian or Turkish) is a curriculum- 
specified subject that retains its optional character only to the 
point when the parents or pupils decide on it, thereupon becoming 
compulsory and on par with other subjects. 
The number of pupils and students who learn a non-native language 
has been increasing from year to year, as the statistical data on 
learning non-native languages in eLomentasy and secondary schools 
show quite clearly in the following table: 4 
Non-Native Language Learned by 
School Year School Year School Year 
  
1971/72 1977/78 1981/82 
elementary school 52.50% 96.84% 99.98% 
secondary school 51.00% 94.20% 99.95% 
  
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Razprave in gradivo, Ljubljana, March 1986, No.18 
The Provincial Board on the development of education made a study 
of the effectiveness of non-native language teaching in 
elementary and secondary education during the school year 
1981/82, in which the linguistic knowledge of 98,335 pupils 
attending grades four to eight (in 101 schools) was assessed. The 
conclusions reached in this study include the following ones: 
- of the total number of 70,940 pupils attending Albanian- 
language classes 70,060 or 98.76 per cent learn Serbo-Croatian as 
a non-native language (880 pupils, or 1.24 per cent, do not learn 
it); 
- of the total number of 27,415 pupils attending Serbo-Croatian- 
language classes 26,820 or 97.85 per cent learn Albanian as a 
non-native language (595 pupils, or 2.17 per cent, do not learn 
it); 
- instruction conducted in the Turkish language is attended by 
182 pupils. All of them learn Serbo-Croatian as a non-native 
language. 
Although the second, non-native language is learned by a large 
number of pupils, the analyses performed show that the results 
are not positive enough. Upon completing their school - whether 
elementary or secondary - the pupils and students have not yet 
reached the level of being able to communicate in two languages, 
i.e., in Albanian and Serbo-Croatian, which fact is particularly 
noticeable in the applications for the jobs that require 
knowledge of both these languages.° Nevertheless, the large 
percentage of pupils and students learning the second, non-native 
language (99%) does provide good grounds for hoping that the 
situation might, after all, improve in the years to come. This 
improvement, however, cannot be achieved without altering the 
socialization role of the languages of the peoples and 
nationalities living in Kosovo, nor without eliminating certain 
inherited psychological drawbacks, which in our opinion still 
fail to generate the interest in second-language learning and 
represent an obstacle to direct interpersonal communication in 
the languages of the social environment - in all of them. 
The Textbook Publishers of Pristina have brought out the 
following publications in Albanian: 98 elementary-school 
textbooks, 209 textbooks to be used, and which are actually used, 
in the secondary vocationally oriented schools, 64 students’ and 
teachers' manuals, and 167 textbooks for use at the junior 
colleges, colleges and the university. 
In Serbo-Croatian there are textbooks covering the social 
sciences and language, i.e., the subjects containing specific 
subject-matter. These textbooks include 26 for the elementary 
school, 13 for secondary education, and 27 for the needs of 
higher education. As to the remaining subjects, schools with 
Serbo-Croatian as the language of instruction make use of the 
textbooks that have been published and used also elsewhere in the 
SR of Serbia. In the Province some other textbooks have been 
published in the Turkish language; these are used in the 
elementary schools and in the secondary vocationally oriented 
education. In schools with Turkish as the language of 
instruction, textbooks from ane SR of Macedonia are also employed 
in the educational process. 
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Razprave in gradivo, Ljubljana, March 1986, No.18 
The Socialist Autonomous Province of Vojvodina 
Instances where so many people of different ethnic backgrounds 
can be found living together, as in Vojvodina, are quite rare in 
the world. (See Appendix I) Members of the nations and national- 
ities living here daily encounter a number of languages, whether 
at work, on the street, or in the school. The truth of this 
statement can be illustrated by the fact that in 21 communes of 
the Province, two languages are used in various communicational 
situations, while in 12 communes three and in 7 communes even 
four languages are in use. Only four communes of the Province are 
linguistically homogeneous; there, only Serbo-Croatian/Croato- 
Serbian is mostly used (see also Appendix II, Table 8). 
Education is regulated in a specific manner by a large number of 
legal provisions. The Act on Education, which covers all the 
educational levels, assures the use of the languages of the 
nationalities: 
- in pre-school education; 
- in elementary education; 
- in the common educational basis of secondary instruction; 
- in educational work in the field of special education and at 
the secondary-school level in the language of the people or 
nationality selected by at least 15 students of the same year 
receiving the same specialized training; and 
- in educational work at the level of higher education in the 
language of the people or nationality chosen by at least 30 
students of the same year studying the same subjects. 
Decisions in favour of education conducted in the language of the 
people or nationality are made at the beginning of educational 
work and at the beginning of the school year if the language of 
instruction is not the same everywhere. These decisions are made 
by: 
— parents, in the case of kindergarten-level and elementary- 
school-level children; 
- secondary~school students and those taking part in adult- 
education courses at the elementary level; and 
— students (who make their decisions at the beginning of the 
school year). 
Though spoken by the majority of the population, Serbo- 
Croatian/Croato-Serbian is not the sole language of the social 
environment; the same status has been accorded also to the 
languages of individual nationalities (Hungarian, Slovak, 
Rumanian and Ruthenian). As to the organization of educational 
work, there are educational institutions with one language of 
instruction as well as those with two or more languages of 
instruction. 
In the school year 1983/84, there were 49,000 children attending 
pre-school educational-custodial institutions that consisted of 
Serbo-Croatian/Croato-Serbian, Hungarian, lovak: and Rumanian 
divisions as well as bilingual’ divisions. Some nurseries and 
kindergartens are “combined,” in that they use Serbo-Croatian and 
one of the other equal languages of Vojvodina (Hungarian OF 
Rumanian or Ruthenian or Slovak). (See Appendix III, Table 24) 
There are nine institutions that in the course of educational- 
custodial work make use of as many as three languages. In the 
54

Razprave in gradivo, Ljubljana, March 1986, No.18 
school year 1983/84, the number of pupils attending elementary 
schools in their mother tongues was 204,404 (see Appendix IIT, 
Table 25). The linguistic diversity of instruction in elmentary 
schools can be illustrated, for instance, by the fact that in the 
school year 1983/84 as many as 109 schools (i.e., one sixth of 
all the schools) offered bilingual instruction, namely in Serbo- 
Croatian/Croato-Serbian combined with one of the other equal 
languages of the nationalities (Hungarian or Rumanian or 
Ruthenian or Slovak), while instruction in six elementary schools 
followed the elementary-school curriculum by using even three 
languages. 
At the secondary vocationally oriented education level, students 
belonging to various peoples and nationalities can choose among 
three types of schools: mother-tongue schools, bilingual schools, 
and multilingual schools. Of particular importance in this 
respect is the fact we have already referred to, viz., that the 
law allows the establishment of classes containing a minimum of 
15 students (in practice, however, this provision is implemented 
- particularly in the upper grades - even if the number of 
students is actually lower than 15). In the school year 1980/81, 
the secondary vocationally oriented education consisted of 27 
specialized training programmes with Serbo-Croatian as the 
language of instruction, 22 with Hungarian, 5 with Slovak and 5 
with Rumanian and Ruthenian, respectively, as the language of 
instruction. All these specialized programmes without doubt 
enable the students to master the technical terminology of their 
profession, whereby the possibility is also enhanced that they 
will use their language also at work. This very factor is of 
paramount importance in asserting genuine equality of rights of 
the peoples and nationalities and of the languages used in the 
given social environment. 
Institutions of, higher education offer courses of lectures in 
five languages. There are six teacher-training colleges where 
trainee teachers are trained for pre-school and elementary-school 
work that is conducted in five languages (Serbo-Croatian/Croato- 
Serbian, Hungarian, Slovak, Ruthenian and Rumanian); at the 
Faculties of Economics and Civil Engineering, both in Subotica, 
lectures are given in two languages (Serbo-Croatian/Croato- 
Serbian and Hungarian); students at Law School, Medical School, 
Faculty of Arts (College of Liberal Arts), and Art Academy can 
take exams in their mother tongue. 
The University of Novi Sad offers four-year courses in Hungarian 
and Slovak as well as Rumanian and Ruthenian. Prospective 
teachers of Serbo-Croatian/Croato-Serbian as the language of the 
social environment taught in schools where instruction is 
conducted in the languages of the nationalities, can gain their 
qualifications at the Faculty of Arts. This highly diversified 
type of higher education provides the answer to the question of 
why there are hardly any major problems in the SAP of Vojvodina 
regarding the professional qualifications of the teachers who 
teach in nationality-language schools and in bilingual and 
multilingual schools. 
At all the levels of instruction carried out in the ethnically 
mixed Province of Vojvodina - from pre-school and elementary to 
55

Rarprave in gradivo, Ljubljana, March 1986, No.18 
cational process may take place in any one of 
y l status; whenever this is the 
e languages that have equa ; L 3 h 
nee eine of the language of the social environment is 
available on an optional basis. Whether the pupils and students 
learn it or not is regulated in several ways, as follows: 
secondary - the edu 
_ in the communes where the nationalities live in comparatively 
substantial numbers (e.g., Subotica, Senta, Backa Topola), the 
introduction of the language of the social environment is 
regulated either by the by-laws or by the resolution of the 
communal assembly. In these communes, all pupils and students 
learn the language of the social environment; for pupils and 
students belonging to the nationalities, that means Serbo- 
Croatian/Croato-Serbian, whereas for those whose mother tongue is 
Serbo-Croatian/Croato-Serbian 
the language of the social 
environment may be any one of the languages of the nationalities; 
- the learning of the language of the social environment is 
regulated by the educational institution itself; and 
- the pupils and students themselves make decisions concerning 
their learning of the language of the social environment. 
Almost all members of the nationalities decide on learning Serbo- 
Croatian/Croato-Serbian, probably out of conviction that 
knowledge of that language will facilitate their integration into 
all types of social life. However, in the matter of the learning 
of the languages of the nationalities as those of the social 
environment in the schools with Serbo-Croatian/Croato-Serbian as 
the language of instruction, the situation is not that promising. 
By way of illustration, in the school year 1984/85 the elementary 
schools where the teaching was conducted in one of the native 
languages of the peoples and nationalities, were attended by a 
large number of pupils, of whom only 28.56 per cent out of the 
total number of 207,068 elementary-school pupils in the SAP of 
Vojvodina learned one of the languages of the social environment. 
Details are as follows: Serbo-Croatian/Croato-Serbian as the 
language of the social environment was learned by 35,311 pupils; 
Hungarian by 20,430 pupils; Rumanian by 2,042 pupils; and Slovak 
by 1,460 pupils. 
The curricula covering literature, history, art, and music 
contain also specific subject-matter designed to educate the 
children in the spirit of peaceful coexistence of the peoples and 
nationalities. 
Those pupils who for various reasons do not attend mother-tongue 
instruction can optionally attend lessons in their mother tongue 
(two or three lessons a week of the “cultivation of the mother 
tongue"). In 1976, five per cent of the total population, 1-€-, 
20 per cent of the elementary~school 
pupils and secondary-school 
students in the SAP of Vojvodina attended gpen a type of 
instruction designed to teach the mother tongue. 4 
The textbooks they use in the implementation of the educational 
process on all levels and in all the five languages are mostly 
identical in content (with differences appearing only in the 
treatment of specificities). 
56

Razprave in gradivo, Ljubljana, March 1986, No.18 
25. Report on the exercise of special rights of the members of 
the Italian and Hungarian nationalities in the field of 
education, RKVITK, 1985. 
26. “Act on Elementary Education," Official Gazette, No. 5/1978, 
Article 11: Educational work in the elementary school is 
implemented int he Serbo-Croatian language. In the elementary 
school on the territory of the commune in which members of 
nationalities live, the educational work is implemented also in 
the language of the nationality in keeping with specific communal 
by-laws. Communal by-laws may stipulate that educational work 
within the given elementary school be implemented in the 
languages of the other peoples and nationalities. 
If in the elementary school educational work is not carried out 
in the language of the nationality, separate instruction is 
implemented for the members of the nationalities based on the 
mother-tongue curriculum and including elements of the national 
culture. 
Article 12: In the elementary school on the territory of the 
communes in which peoples and nationalities live, pupils can 
learn the language of these peoples and nationalities in 
conformity with the decisions made by their parents. 
Pupils and students can learn the language of the nation and of 
the nationality according to their decisions. 
"Act on the Amendments and Additions to the Act on Elementary 
Education," Official Gazette, No. 30/1979. 
"Act on the Vocationally Oriented Education," Official Gazette, 
No. 29/1979. 
Article 9: Educational work is implemented in the Serbo-Croatian 
language and in the language of the other peoples and 
nationalities in keeping with the by-laws of the commune, If the 
educational work is not implemented in the language of another 
people or nationality, separate instruction is implemented, on 
the basis of the mother-tongue curriculum and including elements 
of the national culture, in the language of that people or 
nationality. 
27. The table was prepared by the Republic Board on the Promotion 
of Education of the SR of Serbia in June 1985. 
28. According to the data of the Republic Board on the Promotion 
of Education of the SR of Serbia, the elementary schools in the 
communes of Bosiljgrad, Babusnica and Surdjulica too will start 
with bilingual instruction in the school year 1985/86. 
29. Information provided by the Republic Board on the Promotion 
of Educational Work of the SR of Serbia. 
30. See: “Act on Pre-School Education” (1978); “Act on Elementary 
Education" (1980); “Act on Secondary Vocationally Oriented 
Education" (1980); "Act on Higher Education" (1979). 
57

Razprave in gradivo, Ljubljana, March 1986, No.18 
Notes 
1. E. Kardelj, 1957, Razvoj slovenskega narodnega vpraSanja (The 
Development of the Slovene National Question), DZS, Preface to 
2nd Edition, p. 54. 
2. See: Agreement reached on 6 March 1981 by the Socialist 
Republics and the Socialist Autonomous Provinces on joint 
foundations of the education system (Official Gazette of the SR 
of Slovenia, No. 25/1981). 
3. See, e.g., “List of Compulsory Subjects and Syllabus of the 
Elementary School," Board of Education of the SR of Slovenia, 20 
May 1983, and the “Plan and Programs for the Organization of 
Educational-Instructional Work," Vjesnik republiékog komiteta za 
prosvjetu, kulturu, fizitku i tehniéku kulturu SR Hrvatske, No. 
3-9, Zagreb, 1985. 
4. "Act on Elementary Education" (Official Gazette of SR of 
Bosina and Herzegovina 16/78 and 23/79 and Amendments 30/1981 and 
22/1983); "Act on Higher Education” (Official Gazette 18/1977 and 
22/1981 and Amendments 25/1984). 
5. S. Vaso, "Jezici narodnosti u nasoj skoli" (Languages of the 
Nationalities in Our School), Jezik i nacionalni odnosi, Sveske, 
Institut za prouéavanje nacionalnih odnosa, Sarajevo, 5-6, 185- 
93. 
6. Ibid. 
7. For the promotion of educational work in Bosnia and 
Herzegovina, Sarajevo, 1985 (Institute for Ethnic Studies 
archives). 
8. In the period 1965-1980, these seminars were held as follows: 
  
  
Seminar/Place Date Year No. of 
Participants 
T Fruëka gora 1965 ~ 80 
II Prnjavor 15-25 July 1966 80 
III Lipovaéa near Sid 10-20 July 1967 100 
IV Ruski Krstur 18-28 July 1968 90 
Vv Vukovar 8-18 July 1969 80 
VI Kozara 25 July-4 Aug: 1971 100 
VII Strmac near 
N. Gradiéka 1-10 August 1974 140 
VIII Novi Sad 1975 80 
IX Banja Luka 30 August-4 Sept. 1976 66 
x Ilok 6-14 August. 1977 100 
XI Djakovatka 
Breznica 30 July-6 August 1978 80 
XII Celinac 23-29 July 1979 50 
XIII Slavonski Brod 4-12 August 1979 80 
XIV Erdut 16-24 August 1980 90 
  
Source: Regional Council on Nationalities, Banja Luka, Jan. 1981. 
58

Razprave in gradivo, Ljubljana, March 1986, No.18 
9. See "Act on Elementary Education" and "Act on Secondary 
Vocationally Oriented Education in the SR of Montenegro” 
(Official Gazette of the SR of Montenegro, No. 22/83). This 
legislation has retained all the main provisions contained in the 
"Act on the Organization of Schools in which the Instruction is 
Conducted in the Language of the National Minority" (Official 
Gazette of the SR of Montenegro, No. 22/60). 
10. So, for instance, the Ostros elementary school already 
increased the number of lessons in Serbo-Croatian/Croato-Serbian. 
ll. “Act on Education Implemented in the Languages of the 
Nationalities," Narodne novine 25/1979. 
12. Vjesnik Republi¢kog komiteta za prosvjetu, kulturu, fiziëku i 
tehniéku kulturu SR Hrvatske, No. 3, Zagreb, 9 April 1985. 
13. Delegatski Bilten, No. 68, Union of the Self-Management 
Communities of Interest for Education and Elementary Instruction 
of the SR of Croatia, p. 10. 
14. Ibid. 
15. See “Program of Cooperation" in the fields of science, 
education and culture for the years 1983, 1984 and 1985, Federal 
Administration for International Scientific, Educational-Cultural 
and Technical Cooperation, May 1983. 
16. Cf. note 13, p. 43. 
17. Ibid., p. 80. 
18. Cf. note 8 
19. "Act on Pre-school and Elementary Education (Official Gazette 
of the SR of Macedonia 19/1983). 
20. Republic Bureau of Statistics, Skopje 1984, Statisti¢ki 
pregled (Statistical Survey), No. 139. 
21. See, e.g., “Act on the Exercise of Special Rights of the 
Members of the Italian and Hungarian Nationalities in the Field 
of Education (Official Gazette of the SR of Slovenia, No. 4/82). 
22. See, e.g., Self-management agreement on the establishment of 
the Self-Management Community of Interest of the members of the 
Hungarian nationality for education and culture (Institute for 
Ethnic Studies archives, No. 1230). 
23. See “Program of Cooperation" in the fields of science, 
education and culture for the years 1983, 1984 and 1985, 
concluded between the Federal Executive Council of the Assembly 
of the Socialist Federal Republic of Yugoslavia and the 
Government of the Hungarian People's Republic, May 1983. 
24. List of compulsory subjects and syllabus for the elementary 
school, Board of Education of the SR of Slovenia, 20 May 1983. 
59

Razprave in gradivo, Ljubljana, March 1986, No.18 
31. Source: Provincial Self-Managing Community of Interest for 
Education: Report on the enrollment, pupils and students at the 
start of the school year 1984/85 in the SAP of Kosovo, Pristina, 
November 1984. 
32. Provincial Bureau of Statistics: Junior colleges and four- 
year colleges in the SAP of Kosovo, Students of the school year 
1984/85. Bilten 59, Pristina, 1985, p. ll. 
33. Cf. note 30. 
34. Effectiveness of the teaching of non-native languages in 
elementary and secondary education with proposals for measures 
(for the year 1981/82), Provincial Board on the Promotion of 
Education, Pristina, 1983. 
35. Ibid. 
36. The exercise of the policy of the national equality of the 
peoples and nationalities in the field of language and writing; 
and further tasks of the League of Communists, Provincial 
Committee of the League of Communists of Kosovo, PriStina, May 
1983. 
37. V. Penavin, 1980, "Organizovanost vaspitno-obrazovnih 
organizacija u ostvarivanju nacionalne ravnopravnosti i 
zajednistvo." (Organization of Educational Institutions in the 
Exercise of National Equality and Togetherness), in Ostvarivanje 
nacionalne ravnopravnosti i zajedniStva naroda i narodnosti u 
vaspitanju i obrazovanju, Novi Sad, p.77. 
38. See Offical Gazette of the SAP of Vojvodina, No. 15/1983. 
39. Complete bilingual instruction is not a typical form of 
educational work in the SAP of Vojvodina, but it is implemented 
wherever there are no objective conditions for instruction to be 
organized and carried out only in the mother tongue. 
40. On the relation between the use of the mother tongue and of 
the language of the social environment, and on the subject of 
bilingual communication on the job and whether it is proportional 
to bilingual communication outside the job environment, see F. 
Jungel, 1984, “Dvojezicna komunikacija u radnoj organizaciji" 
(Bilingual Communication in the Work Organization), in Dvojezié- 
nost - individualne in dru#bene razse#nosti, Ljubljana, p. 111. 
41. Cf. note 38. 
42. Cf. note 37, p.83. 
43. Information on education in the languages of the peoples and 
nationalities. Source: Provincial Committee on Education of the 
SAP of Vojvodina, Novi Sad, 1985. 
44. L.Berlus, R.Babin, D.Jol, G.Gulka, S.Pal, 1976, "ViSejezicna 
pedagoëka delatnost kao oblik zajedniékog vaspitanja i obrazovan~ 
ja pripadnika razliéitih nacionalnosti" (Multilingual Pedagogical 
Activity as a Form of Joint Education of the Members of Different 
Nationalities), Pedagoska stvarnost, Novi Sad, 10, 773. 
60

T9 
APPENDIX I 
Bational Composition Of the Inhahitants Of SFRY (1961 Census) 
  
  
  
SFR Yugoslavia SR Bosnia & SR Monte- SR Croatia SR Macedonia SR Slovenia SR Serbia SR Serbia SAP Kosovo SAP Vojvodina 
(Total) Herzegovina negro (narrower 
region) 
Total 22,447,701 4,124,008 — 584,310 4,601, 469 1,912,257 1,912,257 9,313,677 5,694,463 1,584,441 2,054,772 
Montenegrin 578,890 14,114 400, 488 9,818 3, 3,217 147,466 77,124 27,028 43,304 
Croatian 4,419,325 758,136 6,904 3,454,661 3,344 55,625 149,368 31,447 8,718 109,203 
Macedonian 1,340,542 1,892 875 5,362 1,281,195 3,288 48,986 29,033 1,056 18,897 
Muslim 2,000,276 1,629,924 78,080 23,740 39,555 13,425 215,166 151,674 58,562 4,930 
Slovene 1,754,128 2,753 564 25,136 667 1,712,445 12,006 8,207 343 3,456 
Serbian 8,140,801 1,320,644 19,407 531,502 44,613 42,182 6,182,159 4,865,283 209,498 1,107,378 
Albanian 1,731,566 4,394 37,735 6,006 377,726 1,985 1,303,032 72,484 1,226,736 3,812 
Austrian 1,382 6 267 32 180 867 757 22 88 
Bulgarian 36,028 180 24 441 1,984 105 33,455 30,769 161 2,525 
Czech 19,581 689 52 15,061 164 433 3,225 1,170 43 2,012 
Greek 1,616 36 a 100 709 18 757 392 25 340 
Italian 15,109 616 45 11,661 96 2,187 527 358 23 146 
Jewish 1,375 343 5 316 28 9 683 395 9 279 
Hungarian 426, 720 945 238 25,439 281 9,496 390,468 4,965 147 385,356 
German 8,620 460 107 2,175 288 380 5,302 1,402 92 3,808 
Polish 3,016 604 45 758 223 204 1,204 581 27 5% 
Romany 134,071 7,251 1,471 3,858 43,223 1,435 110,959 57,140 34,126 19,693 
Rumanian 54,938 302 159 609 98 94 53,693 6,387 17 47,289 
Russian 4,355 295 96 758 363 194 2,761 1,603 112 1,046 
Ruthenian 23,281 lu 19 3,321 24 54 19,757 447 5 19,305 
Slovak 80,297 350 33 6,533 67 144 73,207 3,621 37 69,549 
Turkish 101,356 277 67 279 86,691 87 13,890 1,182 12,513 195 
Ukranian 12,806 4,502 16 2,515 68 192 5,520 512 7 5,001 
Viach 32,067 49 1 16 6,392 17 25,596 25,535 4 Ss? 
Others 16,961 629 368 1,553 740 577 13,778 1,993 684 11,101 
Nationally 
undetermined* 48,568 17,950 301 17,133 508 2,975 7,834 4,340 133 3,361 
Yugoslav 1,216,348 326,280 31,243 379,057 14,240 26, 263 441,94) 272,050 2,676 167,215 
Regional 
affiliation 25,466 3,649 1,602 8,657 956 4,018 6,848 4,941 264 1,643 
Unknown 165,413 26,576 4,338 64,737 4,037 10,635 43,222 38,661 1,373 3,187 
to Art. 
Source: National Composition of Inhabitants by Territory (final results), Statistical Bulletin, No. 1295, Belgrade 1982.

29 
    
   
[ad stovene 
ea?) Bulgarian 
. prepared by C- 
  
voijvoda: 1982

A P- P EWN DIX II 
Demographic composition of some ethnicaly mixed 
SR BOSNIA AND HERZEGOVINA 
communes in SFR of Yugoslavia (1981 Census) 
Table 1 
  
[Nationally unafffliated 
  
  
  
  
  
  
  
  
  
  
  
                                                          
  
  
  
  
  
  
Nationally affiliated 
— | | ; — js pe data alreacy ceciced 
COMUNE TT |Ronte- roatian Macs- Muslins |Slovene{SerbiantAlbani a i pales Czechs | Greek |ltallans Jewish furga- | Gerwans!Polish |Rosanie one si ‘ à Slovaks [Turkish at Pthers it A Ne regional negrans donfans ustri Ss ons rians la nians lachs Const .off Yugoslav Matt 
Sid GREDISKA 53695 57 3845 12 | 13026 31 32825) 70 a 2 35 3 } 12 19 125 | 232 - Ie 1 6 8 225) - 7 159 7355 Zz 205 
VENTA 57910 22 à e ie = 6 z | - i 35 |22629 | 16 | 602] 16 2284) 20 3 
6; 8 n| - = 1 15 4 el 1 8 143 3752 19 353 
LAKTAËT 27576 28 2333 7 245 35 21642 2 > 8 1 4 & 4 4 $5 192 2 2 - 2 8 399, 21 6 : 34 2204 22 216 
PRISE LL: 52 2050 2 6613 2] 34699 7 3 201 7 457 = 16 | 3 162 42 1 3 1 7 6 1651 - 7 6) 2291 48 526 
EA 1913 We | 12083 1 | 6698 6 49] - = - - - - | 
- | - . u . - 1 - = - 1 1 193 3 53 
Rx 223% | 57 m|n sco | 5 | 19175] 12 2 54 1] 2 8 | 8 18 8 | 15 1 1 2 - ze} 1 9 WI 1334 63 221 
ms 22822 61 10287 | 22 | 619 | 21 $21] 31 1 2 «'f) 4 3 | 1 - - | - 1 - - Zz} 1 % 1563 3 51 
SR MONTENEGRO 
Table 2 
2 
' 3253 |25399 | 231| 4 | 2242 18 126 41C9 è 10 1 4 15 n 3 2 | 10 3 & ? n 3 . 3 45 2923 86 532 
Puy 19560 
- | 4533 2| 8 |10153 8 50 | 1036 - - =, iit . 1 Gi & - | 4 24 2 hs 6 - - | 12% 15 378 4 128 
au 20227 | 1060 a : eel el. |. ; we 9 3 |19975 wo} a3} - | 1 | - | - | - |. oo 2 2 NLE Le 6 : 13h 10 | 14 
TITGGR:0 12229 folsez | 686] 351 | 508 | 156 3229 
Q 4060 | 12122 2 8 ie 18 | 15 5° 1 5 8 | 10 |1on 51 2 1 2 4 . 1 63 7% 4704 41s 1269 
weiny as% |: 6) 1 
4 ot 
3346 22] no nl a1lhses | : 1 à LT À 3} %|7 . 5 3 ‘ 4] - 4 ‘ 1082 6h 238 
  
      
  
                          
  
  
  
                    
  
Source: Statistical bulletin 1295 Belgrade, May 1982 
  
 

Table 3 
  
  
  
    
  
  
  
  
  
  
      
  
  
  
  
  
    
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
          
      
      
  
      
                
        
  
SR CROATIA 
Nationally unaffiliated = 
Nationally affiliated 
CRE Trea c 
é Rusa- Ruthe- Viachs| Others fhe Cofstso 
-|Croa- | Macedo Bulga- hunga- | Roaani Russiang . Slovaks} Turki shkrania achs} Other as regional 
Cone TOR. a tions ne th SorbiantAlbant a Rustriai Ras Crochs | Greek jItalfang Jovi rians | ™"* POLE Panett nians |" nians SFRY Yugoslav_kffi list 
à c 15 ite 44 m 6 2 5 265 6301 ee 
\ eu KOMASTIR 53409 276 | 19136 | 45 82 353 2657 56 6 12 32 - 3 - [sa 41 Vv 262 | 204 Û 2 9 m |? 
it 
\ WE 20577 11 |igueor | 18 | 228 ss | sx | 131 6 1 6 - | 2367 1 3u 6 2 4 2 3 5 3 6 | = 6 221 2192 ae | 
ml 8! vw! - |: a] 4f-]2 s | à] ese | Bl 
BUELOVAR 66553 gr |aens | 64 35 V0 397 178 - ? 479 | 1 8 1 | 3% 
i 
CRES - LOSINJ 10361 > |1us| 2% 76 63 |537 4 € 1 & | 93 à 32 1 2 - 2 - 2 13 5 1 - 16 58 1226 n |” 
DERUVAR 3424 | 45 | 87 | 22 13 45 B528 28 2 12 | 5709 | 1 72 “ | we 61 4 2 1 1 3 25 . 2 - 4 152 5532 2 a 
2 4 
DOW) MIHLJAC | 2ü647 2 | 16551 | 22 3 20 285 1 1 n 16 | - 2 - | ies 12 - 3 % 2 1 7 = 2 é 4 69 1137 
DJAKOVO 52349 35 |ason | 2 21 46 | 2265 36 1 1 35 | - 1 - | 4% al 5 8 1 è Gi NX? . 7 é 8 69 1133 56 | $f 
GRRESMICA 19693 | 12 | 13669 | 10 6 38 | 2122 1 1 10 s87 | - 8 - | 25 2 - - 1 - 9 - - 2 13 1220 n |& 
ERUSUSNO POLE À 15756 | 12 | 566 | 6 4 18 | 4555 16 1 - | 229] - n 1 | 667 3 1 x 5 - 1 3 : i - 5 152 2140 5 
L481M GHG | bh | 20173! 1 | 1255 | 2% | 52 60 2 . 5 | -; 48 - 4 5 3 > 3 1 2 1 = 1 . lu Kg ais 52 
WASICE 38936 7 | 29026} 45 25 53 | 4440 33 2 - 28 | - 2 - | 146 23 | 18 2 - 2 - 11530 1 3 - 6 197 2664 6 
WOVSKA 24530 | 19 | 15060) 8 a 2 | 519 25 1 1 323 . 3 | 4 149 61 à 2 1 1 3 % - 2 - 4 152 5582 ‘x 
OSIJEK 158790 | 510 | 90770] 261 | 457 | sg Passe | 183 2 | 2 12 | 3 We] 3520 | ay tog 18 2 43 ay l@ ; é . Vs se dis ik 
PAKRAC 21903 | 16 | &r3] 12 9 | «6 fom; | 2 - 2 191 | - en | 5 374 36 5 . 1 4 1 | 159 - 16 - |v 214 5965 45 
poret 199%6 | S1 | 15558! 17 | 103 | 132 | 519 | 165 3 3 8 | - 39 | 2 «1 4 3 - 3 1 . 2 - 1 - n 107 2060 485 | a 
PULA 77278 | 807 | 48284) 306 | 1277 | ver 15347 | 301 8 | 15 43 | 7 3225} 1 239 3 | 2 | 132 B 25 18 58 16 21 = 53 al 1313 [117 LÉ 
Rl 193064 130068 EKA 870 378 | 2854 | 3194 6277 646 19 15 2 Who} 7 362 54 48 142 28 59 43 5 50 33 = 98 sus 30459 556 nL 
ROVIKS 16277 | 42 | 13560) 36] 73 | 156 | 58 | 103 3 | 3 3] 2 505] = | 12 18 | 3 - [nm - 2 9 | n 3 ]- | 6 7 1558 ms | 
Kove! sas] 96 | 71260! 79 | 193 | wi lis: | 6 é . ee 
VINKOVC 5 
9 w 1 6 a 3 11 2 | 1980 2 | n 5 4 15 259 | 156 - 60 - 6. 185 6742 2 ait 
À 47 5 n é . ‘ ; 
LE 
VIRGVITICA 417] 97 | 33562] 56 35 5$ | 7205 | 35 4 163 n 426 y 3 1 1 1 4 5 } je 5 139 4956 0 se 
be 81203} 146 | 20157] 90 | 124 | 102 [25166 | 227 à | 5 46 2 113 [wa | | 
23 
VUXSVAR 
] 
Z 8c 51 5 3 53 2238 1371 - ng DE 26 620 11139 in = 
Source: Statistical bulletin 1295 Belgrade, May 1982 
   

SR MACEDONIA 
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
                    
  
          
        
                
Natiojally _affiliated Nationally gl 
UE TOTAL ta tt Rd on stat, Czechs | Greek} talians| Jewish if Gersans/Polish a se asi = Turkish ul Viacha Others ‘cult ieee foal niners 
our ee | 139 | 22 [rassse | 1033 | 43 Licss | sx: | y | el wl es Te oj tj se]? | | $* ve et = oy ñ |. 
“eae 22497 4} 1 [ ee sa | 2 | x rows ii et et «. @ hs -'3 los | z gia | = pais 3 7 we | 5 
wstiva —foicze 2 | 52 | vexs3|sso3 | on | ae lens: W | 8 | «| 3! - | uw | x [x |ixe | 5 8 | 1 | - hos 6 wi} 4G m1 | 55 :| we 
En 51422 35 | as | ans [ans s | #2 |23335 wo | 1 | » | | -!e DRE ee LF tee 5 5 8 am 1 15 
wo ns | 127 | 129 | 65803] 577 | 23 |nésr | 35608 uo | +s | wl -| + tn] 3a] s ass | - | 3 sis | om os | æ| x me | 42 | 187 
ta) ao | 166 103 | 54263/ sn | 34 | st | 3567 5 fu |lwl sl 1 !li | a ln law z la - | 6 | 266 zs | | 32 1374 a 87 
Palle? 95770 | go | wz | armalaz3a | 13 | 475 | 351 a | cl sl wie T_@ep® pores fs 2.5 | 42 Eu K 2 om 33 269 
Lu 26575 2 | 17 | 253] 7 3 | i | 33 s | - z 2 ‘ ‘ ey ie NES - | 1 | 8366 Z 4 1 es ‘|. 6. 28 
RS 25360 à | 22 lusnml ns | 1 | & | sr HART RELETE “| 6 | w |: |2 - | = | na nm | @ 6 12 5 293 
SPE scugs2 | zac | 1931 | 320563) 13905 | 401 | 21362 | 6eA62 151 | 32 [368 | 2 | 19 | 10 | so | a | coer] a2 | me | 12 | oa esses 140 | 25 | 18 760. } sw | ge 
TG, | Seas * 17 | 098} 303 | 5. | 103 | 2323 3 tt sl = LS “| s|wl-| 31. 1 | se 433 | $2 6 22 nl 48 
| Sack 87347 35} 48} eose7} ns! 15 | se] 7 i | 3 5115 ol 2| ss - | - | 3 |[sne « 22 3 : 199 x fone 
Lt asso 15] 93} 3988] 300] 1 | ss] 16 s |: ri ats ts 4] 6 | wer] s | 50 | - | a | ne ws7 | & à S oa LES 
Me) 13 | no Ina & lu | &wl2 |. [ul [V5 Li) 8 | © | - | 2 las bad Wo ea a ue 
  
Seren: Statistica} review, Skopje, 1982 
 

Table © 
SR SLOVENIA 
Faite 
the Const. 
affiliated 
Polish Others 
COMRUNE TOTAL Greek | Italian’ Jew! 
(264 56 
1SOL& 13513 16? | 8957 Sus 356 
727 270 CAFCDISTRIA 41843 4456 3132 
PIRAM ‘9 
FIRAD 15235 2624 1C417 599 4 
LENDAVA 39 
LERDVA 26717 4 gs 2 117978 99 
FIRASZOPSAT 64299 19 612 16 13 | 611% | 193 F . 2 
Source: R Slovenia Institute for Statistics 264, Ljubljana, Narch 1982 
SR SERBIA 
PABUSKICA 10 13 
BUJAROVAS 2 
BOSILESRAD € 
DIRI TROVGRAD 
nivo 
nis 
PIROT 69653 101 
PRESEYO 2 1 8 | 36 
Source: Statistical bulletin 1295, Belgrade, May 1982 
 

SAP KOSOVO 
Table 7 
  
  
  
  
  
    
  
  
  
  
  
  
  
  
  
  
  
  
  
  
    
  
  
  
  
  
  
  
  
  
  
                  
    
                                  
Nationally affiliated | . te 
& “995 aes TE 
= : i Hunga a . Unknown 
- je 6 beta Geraans , Russ- Ruthe as 
COMMUNE TOTAL css sa bong us Slovens {Serbian oh Pt Crechs| Greek a Jowish) sons Polish sha Russian tem Slovaks |Turkf sh Lou Vlachg Others Ehe Const.offl Yeseslev tes 
# s = = du . 19: 4 
En mon Les |-6 | 5. | 21|-- [2 fom] - |. | - | - | 2 | 21 3 | 3 | - [eo | - | - |- |- $ 1 5 
DOTE gus | 1953] 49 | 0 | 27 | 2 jue | al a | - | - | 2 | + | su uw | - [uw [alu |- |- | es} - fe fu 1 nl 1,4} 00 
GJMOIA = = 
: . 6 i s | 1 2 - DRASAS i : | , ; : + ‘ se OÙ à 1 | 
En ass | 21 | 3 |a7 lisse 93. | 18623 
GLOGWAC is 1 À - . . ; ; | a De 5 fils w y 5 à a s à ‘i 
pa osu} 5] 1 2 2 | 2 | 2 low 
ae 5 1 law | 1 1 “| + ll . 6 2 19 2 
GJILAN Boss | 1% 26 | ar | ar | à lag [som | - | 11 | 1 2 à “ 12 
: ‘i 5 x sl - |e 12 129 1 2 
po sous | 1856! 14 | 8 ass | 6 rs |asg72 | - | 3 | 2 = : « | 4 5 ior f 
istosu 
( ‘ “ - + |: : 1 ‘ 7 
rar wa las ele de le La la] 22] al a ‘ 1 | 
wugssig 30072 | ar] iz | 3 6 | 1 | coe [xe | 2 3 
KLINA E xe Wags x . 3 5 - | 23 | 1 Ze Vs - - - 8 - #3 - 19 
im ssas | 3 13 | à | 27 | 6 | ea lissu « 
KcSGYSKA RKAEHICA > . a . ‘ j Dal le . ; sl « oe a . ï i a 
een | 2 | 0] 8 | 22 m | 1 [19813 | 32390 2 2 
Leposevie ‘ 
am he = . 2 } we] - |Z - - 8 1 = [15 - 43 1 3 
eat ‘e906 | 59! 12 | 18 | 681 | 6 [or | asa] 1 1 
TiflJen 
5 & à 3 5 s [ay = S 
ÿ LIFLJsM gost |- 356 | 2676 | 28 | me | 4 | 10259 ne | - 1 |: Spe he 14 3 185 6 8 36 2 a 4 32 
i 
2 s ss ws as a i = = 4 à 
ne sms | 9] oa | 5 | vs | 2 | wxlssa | - tale Pa ls D 2 ar 127 1 5 
e mon | 9796] o1 |3s | 8739 | 18 | 7995 [res | - 2 12 3 - |e Ww] os | see] a 3 |: 1 | 3 il LR 13 635 1 25 | 
COUEYO 
Fee TE we | “tes la |e foe Ie : a RS sat 
FOOLEVI ma | 65] 3 |4 an! 2 | av rx | - 5 | 1 = 1% 
g = 
merci (eomo | 6300] seo foso Lame | no feasts [nous | » | « [2 |s | 3 | 2 far SES PTE LS | 9 1% VO, | B as |i mo | me | 
PRIZREM 
PRIZRENI das | s38| 18 |e3 fae? | 1 [nes | gel 2 10 | « |2 2 1 123 6} 1 | 232] - 2 ? | 3 F8 3 - 49 x 487 17 221 
Sar aa | 16] 3 |3 0 | 1 | nee | ass] - | - [sz : a eh el AU s & 1" g a 2 3 2 ib E à 
rh 59434 a| w | it me | 4 | ase | sso] - | a | - | - a - AE | F | “le Else sp > 2 : @ 
TITCWA ¥TROVICA 
AUTAOVICA E-T1TGS}105323 {120.5 | 228 |142 | 4519 | 79 25030 | 66528] 3 | 21 1 | 8 9 - | a BY 5 7) 43] 9] 2 7 | 739 2 “| ua 7 325 29 151 
UROSEVAC 
FERITAII! 119630 |-353 | 302 |47 142 | 21 Ni8s | gs] 8 - . 1 - ? : 1 1936 4 4 4 5 35 - - 18 6 57 67 207 
vt | 
ane 47839 179 | 3722 | 28 78 16 | 8369 | 35165] - 9 1 1 1 = 1 ee ” 229 = - - 2 - - - 4 W 15 5 i 
nh 
we 
Ka Eu 6512 | 21 | 15 | 9 % | 6 | 6691 | 57351] 3 2 Sis a = 5 =. ee - jl ° 218 |- - | 120 - if) 13 6 
      
Sowest Statistical bulletin 1295 Belgrade, May 1982 
 

SAP VOJVODINA 
Table 8 
  
  
  
  
  
  
  
    
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
                                                    
      
Nationally affiliated | tat à 
“ 
C 3 
COMINE TOTAL nine hasta [50008 Fovenosberbi an nl" Cuechs| Greek |Italiand Javish [1082 |Gorsans Polish Rosanieg "2" aline Slovaks teri Others i ce TS ' 
me eee D] el 1} Sul 7 Le SEA le le [A lue &l ali ail sta [al alle = ls 23 ee | ‘7 
ni 2930s | 124 | ws] as 122 | 2 | ssl a | - | & | | - | - |. se), 46 #6 Per | 5 À EE PIE LE LT LT Re re to we] 
PATI cai) selects | | ap | aaa ae |: 5 lu Le Là à [sw al 2] was | 6 | & | 2 | 5 [3 |- hes 102 sus 8") 
Batxa PeLarxe | Sens | 331 | its | 95 | se | | aco) 91 | - rf | wi] - 6 | wi] wr | un | oe] 9] we | ot rss | - fw | - Iv 53 4793 5 Fe 
Beal retaovsc | 160% | 47] 20] 4] 2 «| sao] a |- ri]: : Kw PP ay] EL E LR Dee» LA LE D L 593 3 a 
FE cay: pps ws! al wr | at el we | niwsal a! 2 - | m}om 6 | 22 [ax | 53 ml ee |= Ta 42 1205 # a 
rae 32109 | sz] 182 | 19! 3 | 2] 2296) x. -| - 3] 2] é æn| 4 1] se] uel e 5 B| - 2 | 3 7 867 € 
KIKIRDA 69854 267 | 293 61 | 179 & | 49597) 85 - 27 9 : 2 1 Viz] 103 ô | lt? 185 | 75 8 Su 6 |2) - 6 53 5586 16 
novscica 32793 70] no] 21 | 182 we} gos} 47 - | 2B Wh = |- . Won 21 3!1s3 |!) 3 & jis 7 - | 4 = 3 RB €29 1 ¥ 
eas s9399 À s750 | anne | 100 | 237 | 35 | meilin | - | 41 | 3 sal 68] 45 | 10 «las es [an | à us | 1 fae 45 at | 189 |A ey 
Ral! 1908 gs | #38 | 133] 0! 26 | Is] 1339) 9 | - nl she le Do ul nl 51 @l 1x LE alle 1% ls ls 4 457 2 i: 
WOW! S#D 257685 | $377 | 12655 | 1888] 1212 | 78> | 160310] 955 4 | 13] ss | 10 | 4 | 3 MS] 395] 126 | 480 | Seg i277 | HIS | 9105 | 7) | 5s2 | 3 fs 549 32977 mys a 
PANÉENG 12379) | 1765] 2216 | 754 froszi | 27% |ecsss [203 | 42 | ee | 57 | 48 | 9 | 10 | ul 363! 26 | rn1 | 592 | o3 2 | 206) 5 | 2] n | ow 299 10297 | 104 Th 
SENTA 30519 238] 199! 12] 33 | 21 | 2x9 | 19 eLep ey €h 1 | 26 2] 5 | m2 ys fn 2] 2 |- - | n 23 1481 2 a 
| som 99168 $53) 15223 | 107 | 304 | 163 | 46957 | 108 2 | 39 | 16 | 2 1 10 | 16813] 337 | 12 83 408 | 41 82 6 | 7 7 3 | 820 241 14058 | 9% a 
SUBOTICA dsagn | 62132580 | 23 | sre | 2 |acm | a7 | 7 | ss] we | oe ds 3 | MOY isl} 38 | 475 | 43) 73 [125 | 13 f 13 | 7 he 261 ere | Sa 
Æ 
STARA PAZOVA ses | ul a |-v6 À 20 | à | nest sp | - lo ln | 31 2 | : WI 2! 60068! 2 | 13 | 23 |169 | 4 | 5 |. | a 0% | 9 a 
vaBAS 45735 | 13033) 107 | Wo] we] 7 | us] 10 | 3 | at wy - | 2 | 3 él ag | «2 | ss} 16 | oe | snl st] 3 tne | 1 lo | mu | 28 im J 
vRSAC 61005 | 402] siz} 98 | m7} 22 | soo] 92 | 1 | nz | 2 | 19 4 | 2 | ses6{ 233 | 14 | 18 | soc | «0 3] wl 3 | aw]. fa.] 6 ams | 2 “| 
ZRENJENIN 139300 | 67%] 1280 | 268 | so | 200 | 53373) 351] 2 | 359 | 42 | 5 | 3 | 24] 2% | 19 | mo 36! 85 | 2 | 3379) 2 | 31 | - [159 | 1 mess | 47 M 
  
  
  
Source: Statistica? bulletin 1296 Belgrade, Hay 1982

Razprave in gradivo, Ljubljana, March 1986, No.18 
APPENDIX It 
PRESENTATION OF SOME DATA ABOUT THE EXERCISE OF EQUAL RIGHTS OF THE 
NATIONS AND NATIONALITIES IN THE FIELD OF EDUCATION 
Table 1 
  
Data on the Teaching of Languages of the Nationalities in SR Bosnia and 
Herzegovina for the School Year 1964/85 
  
  
  
  
No. of No. of G R A DES 
pupils lessons 1 2 3 4 5 6 7 8 
UKRAINIAN 
Trno-polje 75 9 9 ll 9 15 10 4 9 8 
Prnjavor 129 12 20 19 13 13 15 23 15 11 
LiSnja 39 4 4 4 5 7 6 3 5 5 
Potoëani 42 4 5 5 4 6 7 5 4 6 
ITALIAN 
Sibovska 91 8 7 8 9 17 4 8 17 2 
CZECH 
Prnjavor 23 2 5 2 2 - 4 - 7 3 
Total 399 39 50 49 48 52 46 43 57 54 
  
Source: Republic BoardonthePromotionofEducation, Sarajevo, 1985 
Table 2 
  
Number of Pupils of Albanian Mationality in Elementary Schools with Albanian 
Rg i a ERERRn an 
School Year 1984/85 
  
COMMUNE Total No. 
  
  
of Pupils 1 2 3 4 5 6 7 8 
Bar 521 57 55 68 78 87 57 69 55 
Plav 421 53 51 48 51 50 51 59 58 
RoZa je 73 8 7 14 10 8 10 10 6 
Titograd 1,258 162 127 143 169 176 176 181 124 
Ulcinj 1,935 223 223 229 242 265 260 270 213 
Total 4,208 503 411 502 550 586 554 589 456 
  
75

Razprave in gradivo, Ljubljana, March 1986, No.18 
Table 3 
  
Number of Pupils of Albanian Nationality in the Centres of Vocationally 
Qriented Secondary Education in SR Montenegro in the School Year 1964/85 
  
  
  
Centres for Secondary All Pupils of Albanian 
Vocationally Oriented Pupils Nationality 
Education 
Plav 
842 174 
Titograd 
520 321 
Ulcinj 
795 581 
Total 
2,160 1,076 
  
Source: Republic Board on the Promotion of Education in SR Montenegro, 1985 
Table 4 
  
Data on Education of Members of the Nationalites in SR Croatia in the School 
Year 1963/84 
Biucational—Custodial Institutions (Pre-School) 
  
Cc H I L D R €E N 
  
  
LANGUAGE OF No. of Education in the Bilingual Total 
INSTRUCTION Kindergarten Native Language 
Italian 16 391 108 499 
Hungarian 7 107 85 192 
Czech : 1 85 - 85 
Ruthenian 1 = 15 15 
Total 25 583 208 . 791 
  
  
  
  
  
  
LANGUAGE OF No. Of Education in Mother-Tongue tal 
INSTRUCTION Schools the Native as Teaching 
Language Language 
Italian 21 992 = 992 
Hungarian 14 698 808 1,506 
Czech 12 593 570 1,163 
Ruthenian 5 = 212 212 
Ukrainian 4 ~ 80 80 
Slovak 2 43 399 442 
Total 58 2,326 2,069 4,395 
    
76

Razprave in gradivo, Ljubljana, March 1986, No.18 
  
  
  
  
  
  
LANGUAGE OF No. of Education in Mother-Tongue Total 
INSTRUCTION Schools the Native as Teaching 
Language Language 
Italian 4 550 - 550 
Hungarian 1 161 48 209 
Czech 2 = 202 202 
Total 7 711 250 961 
Table 5 
Data on the Number of Pupils and Departments in Schools for the Hungarian 
Nationality in SR Croatia in the School Year 1983/84 
  
NUMBER OF DEPARTMENTS 
1 2 3 4 5 6 7 8 ‘Tot. Hun. Com. Hun. Con. Hun. Con. Tot. 
  
1979/80 91 80 81 104 98 102 118 109 783 8 21 24 4 32 25 57 
1980/81 94 85 82 76110 92 107 112 758 8 21 24 4 32 25 57 
1981/82 101 85 89 84 78 104 96 101 738 10 19 23 4 33 23 56 
1982/83 91 98 84 88 93 73 102 89 718 10 19 23 4 33 23 56 
1983/84 76 84 97 £4 88 91 78 100 698 10 18 23 4 33 22.55 
  
Source: Delegate Bulletin, Union of Self-Managing Communities of Interest for 
Education in SR Croatia, Zagreb 1984 
Table 6 
  
Number of Pupils Attending Mother—Tongue Departments (“Language Cultivation") 
in Some Communes in SR Croatia in the School Year 1983/84 
  
  
DEPARIMENTS No. of Pupils Attending Schools 
COMMUNE Total Indiv-— Comb- with Serbo-Croatian Language and 
No.of iduals ined Optional Hungarian (" 
Pupils and Cultural Cultivation") 
Beli 
Manastir 571 29 16 
325 
Osijek 
35 - 4 
186 
Vinkovei 89 4 2 
63 
Vukovar 
- - - 
21 
Djakovo 
- - - 
35 
Virovitica 
- - - 
223 
Bjelovar 
- - - 
106 
Donji 
Mihol jac - - - 
22   
77

Razprave in gradivo, Ljubljana, March 1986, No.18 
Table 6a 
  
  
  
1981/82 879 
1982/83 808 all pupils 
1983/84 984 
Table 7 
  
Number of Pupils and Departments in Schools with Italian as the Language of 
Instruction in SR Croatia in the School Year 1983/84 
  
a G R À D E 
Number of 
COMMUNE Total Departments 1 2 3 4 5 6 7 8 
  
  
Reka 378 30 75 53 55 55 38 47 25 30 
Pulj . 258 21 28 47 34 34 32 29 26 28 
Rovinj 147 10 29 20 12 13 26 16 14 17 
Poreé 20 5 6 6 - - 4 2 - 2 
Buje 189 28 36 21 26 35 21 12 13 25 
Total 992 94 174 147 127 137 121 106 78 102 
Table 8 
  
Comparative Data on the Number of Pupils Attending Czech and Slovak Language 
Lessons (“Language Cultivation”) in SR Croatia 
  
    
Czech language lessons 1981/82 612 
and culture in SR Croatia 1982/83 517 
("language cultivation") 1983/84 570 
Slovak language lessons 1981/82 370 
and culture in SR Croatia 1982/83 404 
("language cultivation") 1983/84 399 
    
Source: Delegate Bulletin of the Union of Self-Managing Communities of Interest 
for Education in SR Croatia 1984, No. 63 
78

Razprave in gradivo, Ljubljana, March 1986, No.18 
Table 9 
  
Number of Elementary Schools and Pupils Attending School in the Languages of 
i i in SR Macedonia in the Scool Year 1983/84 
  
GRA DES 
  
LANGUAGE No. of No. of 
  
OF INST- Pupils Schools 1 2 3 4 5 6 7 8 
RUCTION 
Macedon- 
ian 188,425 931 25,390 25,035 23,934 23,583 23,987 22,816 22,279 21,401 
Alban- 
ian 76,340 284 10,821 10,209 9,913 9,814 9,939 9,388 8,461 7,795 
Turkish 5,243 51 904 858 754 726 560 520 471 450 
Serbo- 
Croatian 2,296 20 310 300 334 301 264 264 251 272 
  
Total 272,304 1,286 37,245 36,402 34,935 34,424 34,750 32,988 31,462 29,918 
  
Table 10 
  
Elementary Schools, Departments, Schools 
  
  
  
  
Schools Departments Pupils 
Albanian 207 1,749 48,946 
Albanian Combined 77 933 27,394 
Total 284 2,682 76,340 
Turkish 25 44 1,076 
Turkish Combined 26 171 4,167 
Total 51 225 5,243 
Serbo- 
Croatian 9 41 823 
Serbo-Croatian Combined 11 62 1,473 
Total 20 103 2,2% 
  
79

Razprave in gradivo, Ljubljana, March 1986, No.18 
Table 11 
  
Departments, Pupils and Schools in the Languages of the Nationalities in SR 
Macedonia in the School Year 1963/84 
  
  
  
  
Schools Departments Pupils 
Albanian = ms = 
Albanian Combined 20 154 8,947 
Total 20 154 8,947 
Turkish = = = 
Turkish Combined 4 14 256 
Total 4 14 256 
Serbo- 
Croatian = = = 
Serbo-Croatian Combined 1 8 234 
Total 1 8 234 
Table 12 
  
Statistical Survey of Bilingual Educational-Custodial Institutions in the 
School Year 1983/84 
  
  
NAME OF ORGANISATION i 
oa No. of Groups No. of Children 
ORGANSATION LENDAVA 27 563 
Lendava Branch 
Nafta Branch à ate 
Centiba Branch : ee 
DR 1 19 
PetiSovei Branch 
Gaber je Branch ; ro 
Dobrovnik Branch 
Genterovei Branch : . 
ee 
    
  
me 4 64 
Prosen jakovej Branct 
Hodos Branch 
2 
29 
CS 24 
1 I eet 
Source: its 
Set JerEayutteles, 
Lendava 
1904 
80

Razprave in gradivo, Ljubljana, March 1986, No.18 
Table 13 
  
Statistical Survey of Bilingual Elementary Schools in the School Year 1983/84 
Elementary School 
  
  
No. of No. of 
NAME OF ORGANISATION Departments Pupils 
Elementary School 
DRAGO LUGARIC-LENDAVA 48 955 
Subsidiary Elementary School Centiba 1 15 
Subsidiary Elementary School Dolina JL 15 
Subsidiary Elementary School Gaber je 4 77 
Subsidiary Elementary School PetiSovci 2 28 
Elementary School 
JOSKO TALANYI-JANEZ Dobrovnik 9 144 
Elementary School 
BRATSVO IN ENOTNOST Prosenjakovci il 156 
Subsidiary Elementary School HodoS 1 8 
Subsidiary Elementary School DomanjSevci 1 9 
Elementary School 
VLAJ LAJOS Genterovci 8 108 
Elementary School 
JOZE KRAMAR-JUS Lendava 8 68 
  
Table 14 
  
Statistical Survey of Bilingual Elementary Schools in the School Year 1963/84 
      
    
Secondary School 
NAME OF ORGANISATION No. of No. of 
Departments Pupils 
Secondary School: Metallurgy, 
Econamics and Pedadgogy 4 54 
    
Source: SoZitje = Egyutteles, Lendava 1984 
81

Razprave in gradivo, Ljubljana, March 1986, No.18 
Table 15 
  
EBducational-Oustodial Activities in Italian Elementary Scools with Italian as 
the Language of Instruction 
  
  
EDUCATIONAL-CUSTODIAL ELEMENTARY SCHOOLS WITH ITALIAN 
INSTITUTION AS THE LANGUAGE OF INSTRUCTION 
1983/84 1984/85 1983/84 1984/85 
No. of No. Of NO. Of No. of No. of NO. Of No. Of No. of 
Depart- Child- Depart- Child- Depart- Pupils Depart- Child- 
ments 
  
  
ments ren ments ren ments ren 
KOPER 2 44 2 42 86 8 101 8 
Semedela 2 37 2 36 4 2 2 1 
Bertoki 1 10 1 9 2 1 3 2 
Brvatini 1 ll 1 8 9 2 8 2 
1ZOLA 2 40 2 49 66 8 75 8 
PIRAN 2 21 2 20 61 8 65 8 
Luci ja 2 37 2 41 31 4 28 4 
Setovlje 1 8 1 10 7 3 17 5 
Strun jan 1 5 1 3 4 1 4 1 
Total 14 211 14 218 270 37 303 39 
  
Source: Report on the Exercise of Special Rights of Members of the Italian and 
Hungarian Nationalities in the Field of Education, Republic Committee on 
Education and Physical Culture, 1985 
Table 16 
  
Secondary Schools with Italian as the Language of Instruction 
  
‘Secondary Schools with Itlian 
as the Language of Instruction 
  
  
  
No. of Students No. of Students 
1983/84 1984/85, 
KOPER~TOTAL 47 39 
Secondary School for 
the Social Sciences 47 39 
IZOLA~TOTAL 58 53 
Secondary School for: 
Economics 25 20 
Metallurgy 16 18 
Commercial 17 15 
PIRAN 45 53 
Secondary School for the 
Natural Sciences and Mathematics 
45 
53 
Total 150 145 
  
Source: Cf. Table 15 
82

  
Razprave in gradivo, Ljubljana, March 1986, No.18 
Table 17 
    
Number of Pupils Who Learned the Italian as the 
Environment in the School Year 1984/85 canes Language of Social 
  
  
  
  
RE 
| 
KOPER IZOLA PIRAN 
Level of Education No. of No. of No. of 
Pupils Pupils Pupils 
Pre-School Learning of the Elements 619 202 272 
to Prepare Chldren for School 
Italian as the Language of Social 4,206 1,349 1,605 
Environment in Elementary Schools 
Italian in the Secondary Schools 2,207 444 3,454 
of Vocationally Oriented Education 
Total 
7,032 1,995 5,331 
  
Source: Cf. Table 15 
Table 18 
  
Number of Pupils in Elementary Schools by Grades and by Nationality Lanuage in 
Ethnically Mixed Commmites of SR Serbia (Narrower Region) in the School Year 
1983/84 
  
  
COMMUNE LANGUAGE TOTAL 1 2 3 4 Total 5 6 7 8 Total 
OF INS- 
14 
TRUCTION 
47 35 31 34 147 
707 182 175 165 667 
28 27 28 106 
BabuSnica Bulgarian 300 23 40 47 43 
Bosiljgrad Bulgarian 1,374 174 174 197 162 707 we 
Surdulica Bulgarian 177 13 16 20 22 71 
pre Bilingual 1,372 156 188 203 177 724 164 Le me en 
Bujanovac Albanian 4,912 760 677 624 601 2,662 < Sn 4 
Medvedja Albanian 9813 133 108 134 115 490 sk 
Preéevo Albanian 582 911 773 740 736 3,160 810 se ae 
Dobanovci Slovak 121 14 15 16 8 53 2 5 
Palilula Rumanian 36 5 7 11 1 36 = 
  
: : al 
Source: Report of the Republic Bureau of Statistics (Documentary Material) 
83

Razprave in gradivo, Ljubljana, March 1986, No.18 
Table 19 
  
Number of Departments and Pupils in Elementary School in SAP Kosovo by 
Language of Instruction in the School Year 1982/83 
  
  
  
  
LANGUAGE OF INSTRUCTION 
Total Total Alban- Alban- Serbo- Serbo- Turk- Turk- 
COMMUNE ian ian Croa- Croa- ish ish 
tian tian 
Paral- Pupils Paral- Pupils Paral- Pupils Paral- Pupils 
lel lel lel lel 
KOSOVO 11,203 334,121 9,101 284,151 2,025 48,399 77 1,571 
Vitina 378 10,980 289 8,559 99 2,421 - cs 
Voéitrn 458 13,949 405 12,896 53 1,053 “i # 
Glogovac 310 9,680 310 9,680 = = = = 
Gnjilane 601 17,747 448 13,906 146 3,752 7 89 
Degani 286 9,637 270 9,483 16 154 = = 
Dragas 233 6,826 125 3,731 108 3,095 * = 
Djakovica 611 19,732 591 19,225 20 507 = - 
Istok 341 10,486 260 8,485 él 2,001 - = 
KaGanik 253 7,318 246 7,264 7 54 = = 
Klina 398 12,241 324 11,135 74 1,286 = = 
Kosovska 
Kamenica 329 8,673 238 6,613 91 2,060 = = 
Titova 
Mitrovica 692 19,232 490 14,529 201 4,696 1 7 
Leposavié 94 2,211 8 190 86 2,021 = i 
Lipljan 440 12,177 338 9,669 102 2,508 - = 
Orahovac 511 15,096 475 1,437 36 719 = = 
Pec 773 22,205 607 18,309 166 3,896 - = 
Podujevo 537 16, 289 515 16,083 22 206 = F: 
Prizren 903 28,523 665 22,402 184 4,784 54 1,337 
Pristina 1,480 41,264 1.088 31,513 377 9,613 15 138 
Srbica 314 11,188 302 11,061 12 127 = ~ 
Suva Reka 471 13,960 444 13,364 27 596 - 
Urosevac 790 24,527 663 21,677 127 2,850 = ee 
  
Source: Bulletin 31, 1984; Provincial Bureau of Statistics of SAP Kosovo 
84

Razprave in gradivo, Ljubljana, March 1986, No.18 
Table 20 
  
National Composition of Pupils in Elementary Schools of SAP Kosovo 
  
  
1978/79 % 1979/80 % 1980/81 % 1981/82 & 1982/83 ¢ 
TOTAL 310,483 100.0 316,392 100.0 321,547 100.0 326,041 100.0 334,121 100.0 
Albanian 255,145 82.2 261,731 82.7 268,548 83.5 273,873 84.0 282,142 84.4 
Sebian 37,717 12.2 35,991 11.4 34,827 10.8 33,189 10.2 32,417 9.7 
Monte- 
negrin 4,063 1.3 4,180 1.3 3,462 1.1 3,459 1.1 3,211 1.0 
Turkish 1,450 0.5 1,448 0.5 1,466 0.5 1,565 0.5 1,611 0.5 
Muslim 7,304 2.3 7,328 2.3 7,127 2.2 8,668 2.6 8,384 2.5 
Romany 2,831 0.9 3,796 1.2 3,880 1.2 3,433 1.0 4,530 1.4 
Others 1,973 0.6 1,918 0.6 2,237 O.7 1,854 0.6 1,826 0.5 
  
Source: Provincial Bureau of Statistics of SAP Kosovo, Pristina, 1984 
Table 21 
  
Departments With a Small Number of Pupils in Complete and Lower-Grade 
  
  
  
  
1982/83 
INGUAGE OF 
Departments 
with "Departments 
with 
INSTRUCTION 
TOTAL 
Fewer then 
1-5 Pupils 
10 Pupils 
Depart- 
Depart- 
| 
ments Pupils ments Pupils 1 2 3 4 5 
Albanian 284 4,884 37 354 - - 1 1 = 
Serbo- 
Croatian 451 5,595 174 1,513 * $ * à 5 
Turkish 
29 
279 
22 
192 
~ em = À & 
Romany 
6 = 
3 24 
9 5 
Total 
770 10,857 236 2,083 2 3 4 
  
Source: Provincial Board on the Promotion of Education in SAP Kosovo, Pristina 
1984 
85

Razprave in gradivo, Ljubljana, March 1986, No.18 
Table 22 
  
  
1978/79 % 1979/80 % 1980/81 % 1981/82 % 1982/83 % 
  
TOTAL 76,573 100.0 81,966 100.0 86,444 100.0 85,441 100.0 86,225 100.0 
Albanian 56,892 74.3 61,854 75.4 65,908 76.2 65,517 76.7 67,554 78.4 
Serbian 14,262 18.6 14,415 17.6 15,298 17.7 14,057 16.4 12,704 14.7 
Monte— 
negrin 2,219 2.9 2,239 2.7 2,211 2.6 2,089 2.4 2,103 2.4 
Turkish 620 0.8 532 0.7 532 0.6 467 0.6 507 0.6 
Muslim 2,026 2.7 2,293 2.8 1,875 2.2 2,624 3.1 2,621 3.0 
Romany 223 0.3 345 0.4 388 0.4 335 0.4 408 0.5 
Others 331 0.4 318 0.4 232 0.3 352 (0.4 337 0.4 
  
Source: Provincial Bureau of Statistics of SAP Kosovo, Pristina, 1984 
  
Mational Composition of Stixients in (Junior) Colleges and Universities of SAP 
  
1978/79 & 1979/80 % 1980/81 % 1981/82 % 1982/83% 
  
TOTAL 47,019 100.0 47,261 100.0 42,477 100.0 40,192 100.0 39,505 100.0 
Albanian 33,736 71.8 34,250 72.5 30,724 72.3 30,896 76.9 31,006 78.5 
Serbian 68,222 17.5 7,940 16.8 7,107 16.7 5,424 13.5 4,793 12.1 
Monte- 
negrin 1,975 4.2 1,965 4.2 1,766 4.2 1,379 3.4 1,206 3.0 
Turkish 312 06 332 0.7 306 0.7 257 0.6 220 0.6 
Muslim 1,954 42 2,113 45 1,974 4.7 1,712 4.3 1,680 4.2 
26 0.0 32 0.0 38  O.1 49 O01 58 0.2 
Others 794 1.7 629 1.3 562 1.3 475 1.2 542 1.4 
  
Source: Provincial Bureau Of Statistics of SAP Kosovo, Priétina, 1984 
86

Razprave in gradivo, Ljubljana, March 1986, No.18 
Table 24 
  
Number of Educational Organisations in SAP Vojvodina in 1984 
  
  
  
  
    
Language of Total No. of Day- Kinder- Education 
Instruction Educational-— Nurseries gartens Groups 
Custodial 
Institutions 
Serbo-Croatian 491 76 112 303 
Albanian - - - - 
Bulgarian = = = = 
Hungarian 84 5 8 71 
Rumanian 14 - = 14 
Ruthenian 3 1 2 - 
Slovak 7 - 1 6 
Turkish - = = * 
Bilingual 10 3 5 
Serbo-Croatian 
Combined with: 
Albanian - = <= = 
Bulgarian - = 2 = 
een 94 9 33 52 
Rumanian 10 Fe 1 : 
Ruthenian 2 = 7 8 
Slovak 8 = = = 
Turkish - = ~ 
Total 723 93 am = 
    
Source: Conmittee on Education of Vojvodina, Novi Sad, 30 
87

  
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