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Lukić, A. et al. (2022). Primary education in Serbia and Czechia. Are there similarities?, International Journal of Cognitive
Research in Science, Engineering and Education (IJCRSEE), 10(3), 27-35.
Introduction
The end of the 20th century was marked by plenty of seminars, scientic meetings, and conferences
of an international character. The most distinguished experts in pedagogy, methodology, didactics, and
relevant teachers gathered and discussed the condition of educational systems in developed countries
(Wadi, 1997). They initiated a question about changes in education. The quality and level of education
affect the national economy, life standard, and international reputation. In a lot of countries, goals are
independently arranged. Educational aims dene the appropriate phase of education, while goals directly
elaborate them (Mehisto, 1993; Đukičin Vučković et al., 2021). Compulsory education is arranged into
two cycles, but every country (sometimes parts of a country) has specics in its system. For instance, the
organisation of compulsory education in German provinces varies from province to province. In Italy, for
example, the rst level of compulsory education is divided into two cycles. The rst cycle lasts two years,
while the second is three years long (Maksimović, 1997; Đukičin Vučković et al., 2021).
Most of the general educational characteristics of primary education are determined by the
curriculums. Eric Donald Hirsch set up a base for a denition for a core of curriculums. He denes the “core
of curriculums” as the main canon of fact learning knowledge in which it is stated what should be learned
(Ministry of Education, Science, and Technological Development (2020)). The concept “curriculum” is
related to pedagogy from the baroque period and means “the ow of education”. This concept, in its
educational meaning, has been used in Anglo-Saxon countries up to now (Đere, 1985; Đukičin Vučković
et al., 2021). In most European countries, the concept has been accepted again in the sixties of the
last century and is still being used (Romelić and Ivanović Bibić, 2015). A signicant difference between
traditional teaching plans and the development of the curriculum, which came as a reaction to them, should
be looked for in the fact that the goals of teaching and learning in the curriculum are specied in a way that
they list pupils’ veriable and perceptive reactions. European educationalists dene the term curriculum
Primary Education in Serbia and Czechia. Are There Similarities?
Aco Lukić1 , Stefan Stajić1 , Jelena Milanković Jovanov1 , Ljubica Ivanović Bibić1 , Anđelija Ivkov-Džigurski1 ,
Tamara Jovanović1 , Marko D. Petrović2 , Smiljana Đukičin Vučković1*
1University of Novi Sad, Faculty of Science, Department of Geography, Tourism and Hotel Management, Republic of Serbia,
e-mail: acolukic994@gmail.com, stefanstajic@yahoo.com, milankovicjovanov@gmail.com, ljubicaivanovicns@yahoo.com,
ivkova@gmail.com, tamara.jovanovic@dgt.uns.ac.rs, smiljanadjukicin@gmail.com
2Geographical Institute “Jovan Cvijić”, Serbian Academy of Sciences and Arts, Belgrade, Serbia, South Ural State University,
Institute of Sports, Tourism and Service, Chelyabinsk, Russian Federation, e-mail: m.petrovic@gi.sanu.ac.rs
Abstract: In Serbia, primary education is compulsory, and it lasts eight years with two educational cycles, while in the
Czech Republic, primary education lasts nine years with three cycles. Analysis of the teachers` attitudes toward primary education
in Serbia and the Czech Republic has a goal to determine the current educational state in the two countries. Also, in this research
it has been shown if there are similarities, as well as differences between the two educational systems. Views of the teachers
on this topic are signicant for this paper, so the survey was used as an instrument. The survey should have revealed whether
the primary education was in line with the need of modernization and enhancement of young peple’s intellectual potential. It
was necessary to reveal if the education in the two countries is in accordance with the modern world and whether the teachers
agree with this. One of the aims of the research was to determine whether there are statistically signicant differences in the
teachers’ answers and to relate those differences to the general educational situation in Serbia and Czechia.
Keywords: primary education, comparative analysis, teachers’ attitudes, Europe.
Original scientic paper
Received: October, 14.2022.
Revised: November, 28.2022.
Accepted: December, 07.2022.
UDK:
373.3.091(497.11:437.3)
10.23947/2334-8496-2022-10-3-27-35
© 2022 by the authors. This article is an open access article distributed under the terms and conditions of the
Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
*Corresponding author: smiljanadjukicin@gmail.com
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Lukić, A. et al. (2022). Primary education in Serbia and Czechia. Are there similarities?, International Journal of Cognitive
Research in Science, Engineering and Education (IJCRSEE), 10(3), 27-35.
as “the rst draft of the learning and teaching process in which the statements on content, goals, learning
conditions, teaching methods, and evaluation processes are collected in one place” (Ivanović, 1997;
Ratković, 1997; Romelić and Ivanović Bibić, 2015). Curriculums differ from traditional plans in a tendency
of the systematic concept, rationalization, and hierarchy schedule of teachers’ goals. Teaching aids are
continuously developed and applied for the realization of teaching goals and used together with prepared
instructions for learning and teaching. Overall success is based on the curriculum that systematically
evaluates achieved educational goals and other effects (Komlenović, 2004).
Compulsory education represents, regardless of the structure of education in a particular country,
a law-regulated compulsory education of children of different ages. The realization of goals and tasks of
primary education is inuenced by the following: age of a child in a process of education, organization
and duration of primary education, ways and methods of teaching and educational process, quantity
and quality of a curriculum, and the structure of the content of primary education (Đukičin Vučković et
al., 2021). The case study of Serbia and the Czech Republic was taken into consideration to discover if
there were similarities or differences in the primary education of countries which shared similar historical
backgrounds (the communist era). Opposite to the communist era, their recent historical conditions for
the development of primary education were completely different. That is why such case studies may be
appealing.
Primary education in the Republic of Serbia and the Czech Republic
According to the data from the Ministry of Education, Science, and Technological Development
(2020), primary education in Serbia is compulsory and lasts eight years, and it is divided into two cycles.
The rst cycle includes rst, second, third, and fourth grade. In the rst cycle, subject teaching is organized
only for foreign language, elective and facultative subjects. The second cycle includes fth, sixth, seventh,
and eighth grade. For students of the second cycle, subject teaching is organized. For the members
of national minorities, subject teaching is organized in the Serbian language and in the language of a
national minority with elements of the national culture of that national minority from the rst grade.
According to the Regulation of Primary Schools e.g. for 2018/2019, the school year in Serbia in
primary school was divided into two semesters. The rst semester started on the rst working day of
September. The second semester started in the middle of February and ended in the middle of June.
Eight-grade students usually end primary education at the end of May. The school year for students of the
eighth grade lasts 34 school weeks (from Monday through Friday) or 170 teaching days.
Decentralization of schools and their autonomy became key slogans in the reforms of school
administration. The rst reason is the natural reaction of educators and parents to the experience of the
totalitarian system and the second is the evaluated decentralization trend which is manifested in many
western countries (Komlenović, 2004; Đukičin Vučković et al., 2021). In the communist era, the Czech
Republic adopted the Soviet model of public authority designed on a local regional committee. The rst
overall concept of education in the Czech Republic was adopted in the “White Book”, which is a national
program of educational development. In the Czech Republic, in the year of 2002, a long-term plan for
education and the development of the educational system was adopted (Adámková, 2007).
According to the data from the Ministry of Education, Youth, and Sports (2020), in the Czech
Republic, primary education lasts nine years with three educational cycles. Primary education starts at
the age of six. The nine-year primary school started in the school year 1999/2000 (only in well prepared
primary schools), and for all others in the school year 2003/2004. Education in the Czech Republic is
divided into several levels. The rst is preschool education (0.5-6 years), which lasts ve or six years. The
second is primary education from age six to age fteen. After the primary education the high school starts.
High school lasts from the age of 15 through the age of 19. After four years of high school, students can
go to the next level, which is higher education.
The school year in the Czech Republic starts on the rst working day of September and ends at
the end of June. Exceptions are the students in the ninth grade who end the school year in the middle of
June. The school year consists of two semesters. Teaching lasts 38 weeks during ve working days (from
Monday through Friday), which is 190 days in a school year (Ministry of Education, Youth, and Sports,
2020).In the curriculums for the rst cycle of primary education (from the rst to the fourth year) in Serbia,
students have eight subjects during a school year. Mandatory subjects are the same for all grades in the
rst cycle except World around Us, which is taught in the rst and second grades. In the third and fourth
grades, students have Nature and Social Studies. Serbian Language and Mathematics are the most
present in the curriculum with ve classes a week, followed by Physical Education with three classes a
week. The subjects with the fewest classes are Music and Art. The curriculum for the second cycle, or the
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Lukić, A. et al. (2022). Primary education in Serbia and Czechia. Are there similarities?, International Journal of Cognitive
Research in Science, Engineering and Education (IJCRSEE), 10(3), 27-35.
fth, sixth, seventh, and eighth grades, includes 12 mandatory subjects. Students in the fth grade have
10 mandatory subjects and get new ones, such as Biology, Geography, History, Technical Education, and
Information and Communication Technology. From the fth grade, students do not have Nature and Social
Studies. This subject is further studied in more detail within Geography, Biology, and History. The Serbian
language is the most included in the curriculum with ve classes a week, followed by Mathematics with
four classes a week. Other subjects are taught twice a week, except for Geography and History with one
class. Students in the sixth grade get Physics (twice a week) and study it as a subject for the next three
years. In the seventh grade, students get Chemistry (twice a week), which is also taught in the eighth
grade (Regulation of Teaching Plans for the Second Cycle of Primary Education in the Republic of Serbia,
2018).On the rst level of primary education in the Czech Republic, the Czech Language is the most
present subject, which is similar to the primary education in Serbia. In the second and third year, two
more hours are included for practicing reading and writing in the Czech Language. Also, in the fourth and
fth year, two more hours are added, but this time to develop efcient communication among students.
The second most important subject is Mathematics with four hours a week, which is an evident similarity
with the primary education in Serbia. In the rst, second, and third year of primary education, students
have seven subjects: the Czech Language, Mathematics, the English Language, Art, Science, Physical
Education, and Practical Activities. Science about the Country (or society) and Basics of Natural Sciences
are the subjects that students get in the fourth grade with one hour a week. The noticeable difference is
that in Serbian primary education subject Nature and Social Studies is taught from the third grade. In the
fth grade, students in Czechia get Nature and Science of the Homeland, which is a difference regarding
Serbian primary education. In the second level of compulsory primary education, Czech students move to
subject teaching, similar to Serbian education. In the sixth grade, students have the Czech Language and
Literature, the English Language, Second Foreign Language (German, French, or Russian), Informatics,
Mathematics, History, Geography, Biology, Physics, Music, Art, and Physical Education, almost the same
as in Serbia. Additionally, in the seventh grade in Czechia, Health Education is taught, while in the eighth
grade, students get Chemistry (Ministry of Education, Youth, and Sports, 2020).
Geography curriculum as an illustration of similarities
Developing and practicing geographical knowledge and skills is an important goal in teaching
geography, besides knowledge itself. Not only are they connected with the capacity of geography-related
problem solving, gathering and processing information, communicating and presenting, but they also
extend one’s reasoning abilities necessary to understand the Earth and society. Geography provides
students with the most relevant knowledge on wide variety of natural and social topics, which is the
main reason for presenting its curriculum. It is a subject that helps students acquire skills applicable to
everyday life which is one more reason for the interest in its curriculum (Geography For Life: National
Geography Standards, 2012; Handoyo, Amirudin and Soekamto, 2017). The National Geographic and
Improvement Project (2012) stated that geographical skills give the vital apparatus and strategies for
us to think geographically. They are key to geography’s distinctive way to grasp Earth’s physical and
human social patterns and cycles. These skills are utilized in making decisions signicant for regular
daily existence, e.g. where to purchase or lease a home; where to seek a new job; how to get to work or
to friend`s home; where to shop, go on a vacation, or how to go to class. All of these decisions involve
the ability to acquire, arrange, and process geographic information. Making daily choices and taking a
part in social activities are linked to systematic spatial thinking of nature and community related issues.
According to all of the above, there are at least six applications of geographical skills, namely: (1) as
a frame of reference to think geographically; (2) in everyday life decision making process, (3) making
daily systematical decisions about community activities related to spatial issues considering the social
environment, such as where to place the industries, schools, and residential areas; (4) acquire geographic
data for business and government in the use of resources or international trade with the placement of
the best locations, such as the location of regional airports and supermarkets; (5) help people make
reasonable political decisions, such as foreign affairs and international economic policy or zoning on
local land; (6) collection and analyses of information to come to a conclusion and make a plan of action
(Handoyo, Amirudin and Soekamto, 2017).
A goal of geography teaching in both countries is to develop conditions where students can achieve
basic language and scientic literacy, to develop a realization of educational standards of achievement, to
train for solving problems and tasks in a new and unknown situations, to express and explain their opinion
and discuss with others, to develop motivation for learning and interests for certain subjects (Ivkov, 2002;
Ministry of Education, Youth, and Sports, 2020).
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Lukić, A. et al. (2022). Primary education in Serbia and Czechia. Are there similarities?, International Journal of Cognitive
Research in Science, Engineering and Education (IJCRSEE), 10(3), 27-35.
Table 1
Geographical curriculum in primary schools of Serbia and Czechia
Source: Regulation of teaching plans for the second cycle of Primary Education in Republic of Serbia, 2018; Ministry
of Education, Youth, and Sports, 2020.
Students need to meet and understand geographical objects, laws, and occurrences in space, to
develop their casual consequences and relations, and to develop geographical literacy and geographical
way of thinking (Ivkov, 2002; Ministry of Education, Youth, and Sports, 2020).
Geography as a subject in primary schools in Serbia starts in the fth grade, while in the Czech
Republic it starts in the sixth grade. Before the sixth grade, students in the Czech Republic have the
subject which includes the basics of physics, chemistry, biology, and history. This subject is being taught
in the rst, second, and third year with two and three hours (third grade) a week. From the fourth grade,
the subject divides into Natural Sciences and Social Sciences with two lessons a week (Liberty Square
Elementary School 3, 2020).
According to Table 1, the geographical content in primary schools in Serbia and Czechia is similar.
The main difference is that geography teaching starts in the fth grade in Serbia and in the sixth in the
Czech Republic. The nal year is dedicated to the national geography, which makes students be aware of
natural, social, and regional content related to the country they live in. On the whole, they gain knowlegde
that is benecial in their everyday life, which is highly regarded in both countries.
Materials and Methods
In this research, the method of a survey was used. The design of the questionnaire was based on
the original study, which was in accordance with similar previous studies in the eld of education (Višnić et
al., 2017; Đukičin Vučković et al., 2021; Lukić et al., 2019). The respondents were informed of the general
purpose of the study and that the participation is anonymous and voluntary. Cronbach’s alpha test was
run to estimate the reliability of the questionnaire and the obtained value was 0.74. Bearing in mind that
reliability coefcients higher than 0.7 are considered satisfactory, the used questionnaire has acceptable
reliability (Miščević-Каdijević, 2009).
The questionnaire consisted of 12 questions, and it was divided into three segments. The rst
part (from the rst to the third question) involved items related to the socio-demographic prole of the
respondents. The second part (from the fourth to the eleventh question) of the survey included questions
about different aspects of teachers’ attitudes about the primary education. All the questions in the second
part were measured by using a 5-point Likert scale (1 - strongly disagree, 2-disagree, 3- neutral, 4- agree,
5- strongly agree) (Likert, 1932). The third part (the twelfth question) of the survey included a question
where respondents had to answer with ‘yes’ or ‘no’. The survey was conducted in order to answer and
follow trends of education of students in Serbia and Czechia. The survey has proven to be a successful
tool in the research related to the education (Višnić et al., 2017; Đukičin Vučković et al., 2019; Lukić et
al., 2019).
The survey was conducted during the school year of 2019/2020. After lling the surveys, their total
number was 43 in Serbia and 43 in Czechia. Respondents were of different gender, working experiences,
place where school was located, and subject they teach. All respondents were employed in primary
schools.
One of the goals of the research was to compare educational systems in both countries. The goal
was also to gather a great number of teachers, whether teaching single or multiple subjects, to nd out
their opinion about the primary education in the countries where they teach. It was supposed that the
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Lukić, A. et al. (2022). Primary education in Serbia and Czechia. Are there similarities?, International Journal of Cognitive
Research in Science, Engineering and Education (IJCRSEE), 10(3), 27-35.
teachers from both countries are likely to have different experiences about working in primary schools
and that they are likely to agree with some general questions about education. Having in mind that there
are respondents of different gender and working experience, certain differences in their attitudes were
expected. Because of all mentioned above, the rst hypothesis is that there are statistical differences
in the answers of the respondents who work in primary education regarding their gender. The second
hypothesis of this paper is that there are statistically signicant differences between the answers of
respondents regarding the duration of working in a school.
The results obtained in this work were analyzed using the SPSS statistical program initially applying
descriptive statistical analysis followed by the independent samples t-test and the one-way analysis of
variance (ANOVA). Post-hoc Scheffe test was used to determine how signicant the difference among
individual groups was. The independent samples t-test was applied to compare the responses of the two
groups of respondents: male and female. ANOVA was used to examine if there is a statistical difference
between dependent variables (items related to attitudes of the respondents) and independent variables
(social characteristics of the respondents). Some previous studies in the eld of education successfully
applied mentioned statistical procedures (Langdon and Vesper, 2000; Lukić et al., 2019).
Results and Discussions
When the work experience of the respondents is concerned (Figure 1), the greatest number of
teachers work in a school between 6 and 15 years (44%), followed by the teachers with more than 26
years of experience, or 26%. Next are teachers working in a school between 16 and 25 years (16%) and
the least number of teachers are the ones working in a school for less than 5 years. The equal number
of respondents working in Serbia and Czechia participated in this study. The majority of respondents
were female (74%), while 26% were male. Teachers who teach 15 different subjects took part in this
research. The greatest number of respondents are teachers (belonging to the rst cycle of education)
(24), followed by the teachers of mathematics, and English (14) and teachers of the Slovak, Czech, and
Serbian language. Teachers belonging to the rst cycle of primary education, together with Mathematics,
Serbian, Czech and English language teachers represent vast majority of examined teachers in both
countries. The teachers of history, chemistry, geography, physics, art, physical education, biology, and
teachers of foreign languages are present in the smallest number.
Figure 1. Length of working experience at school (%)
In Table 2, the mean values of the respondents’ answers were shown. Most of the respondents
agreed with the statements, or their attitudes were neutral. Regarding Serbian respondents, the statement:
“Education is the most important and the most complex factor of modern society” was the highest rated.
Teachers who work in Serbian schools expressed a high level of agreement with an average value of
4.82. In the Czech Republic, respondents mostly agree with the statement: “Primary education needs to
provide more than the teaching of uid reading, writing, and calculating”, with an average value of 4.77.
A statement that respondents from Serbia agreed the least is: “Autonomy of schools is one of the factors
that can have a big role in the development of quality of education”, with an average value of 3.96, while
the respondents in the Czech Republic agreed the least with the statement: “Processes of globalization
affect national educational systems and their development”, with an average value of 4.13.
www.ijcrsee.com
Lukić, A. et al. (2022). Primary education in Serbia and Czechia. Are there similarities?, International Journal of Cognitive
Research in Science, Engineering and Education (IJCRSEE), 10(3), 27-35.
Table 2
Mean values of the respondents’ answers
Regarding the mean values of the respondents’ answers from both countries, it is abundantly clear
that teachers have similar attitudes toward some general questions about primary education. This means
that not only do primary school systems in both countries have similarities, but the teachers’ attitudes are
also similar.
The Independent samples t-test was applied to analyze the responses of the two population groups,
male and female. The statistical difference in the responses of male and female respondents is observed
in three out of nine tested statements (Table 3). There is a signicant difference in the answers of the
respondents from Serbia in two statements and only in one for the respondents from the Czechia. The
biggest difference is in the statement: “Open curriculum is a step toward bigger autonomy of schools, and
a step toward more innovations and creativity of teachers”. These values clearly show that the hypothesis
about the statistically signicant differences in attitudes of teachers of different gender is partially conrmed
due to the fact that statistically signicant difference is noticeable only in three out of nine statements. It
is very important to take into consideration the fact that there are more female than male teachers, which
means that women participate more in the research related to primary education (Gal, Schreur and Engel-
Yeger, 2010; Haq and Mundia, 2012).
www.ijcrsee.com
Lukić, A. et al. (2022). Primary education in Serbia and Czechia. Are there similarities?, International Journal of Cognitive
Research in Science, Engineering and Education (IJCRSEE), 10(3), 27-35.
Table 3
The results of the t-test for male and female respondents
The analysis of the variance was implemented to determine the statistically signicant differences
between dependent variables (attitudes of respondents) and independent variables (working experience).
The analysis of the variance showed that there are no statistically signicant differences between the
attitudes of respondents of different working experience. Nine statements were tested and none of the
statistically signicant differences were noticed. Because of that, the hypothesis is not conrmed. The
results of research in other countries on the topic of different attitudes of certain groups of teachers
toward general educational questions correlate with the results of this research to a high extent. In the
research groups of the teachers are of the opinion that it is necessary to involve modernization and the
development of intellectual capacities of students as much as it is possible, which is in accordance with
some results from this research (Dupoux et al., 2006; Sharma and Dunay, 2018; Đukičin Vučković et
al., 2019). In this research, which is one of the initial studies concerning primary education in Serbia
and Czechia, it was more important to collect and analyse data showing the attitudes of the teachers of
different gender and with different working experience than to record statistically signicant differences
between their attitudes. This is important regarding future researche that may pay thorough attentiveness
to the differences between the respondents’ attitudes. Conducting the research related to this issue may
be benecial for discovering the inuence of gender or working experience on general educational beliefs.
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Lukić, A. et al. (2022). Primary education in Serbia and Czechia. Are there similarities?, International Journal of Cognitive
Research in Science, Engineering and Education (IJCRSEE), 10(3), 27-35.
Figure 2. Do you think that the educational system in your country is at a satisfactory level?
The third part of the survey consists of a question: Do you think that the educational system in your
country is at a satisfactory level? Respondents had to answers with ‘yes’ or ‘no’ (Figure 2). Most of the
respondents from Serbia (77%) who participated in this survey think that the educational system in Serbia
is not at a satisfactory level. Contrary to that, teachers from Czechia think that the educational system in
their country is satisfactory (83%). Since most of the Serbian respondents think that educational system
is not at a satisfactory level, it can be concluded that teachers are aware of the complexity of educational
questions in Serbia and that the education needs improvements. At the same time, the vast majority of
Czech respondents stated that they were satised with the educational system in their country which is
the result of well-organized reforms and thoroughly precisely planned educational changes.
Conclusions
The overall insight into the primary education of the two countries shows that there are many
similarities in the organization and realization of this educational level. Distribution of teaching subjects
through grades are similar, as well as the particular curriculum of the subject (the example of geography).
This makes the idea of comparing primary education in these two countries justied.
Results show that the hypothesis about the statistically signicant differences in attitudes of
teachers of a different gender is partially conrmed due to the fact that statistically signicant difference is
noticeable only in three out of nine statements. Also, the analysis of the variance showed that there are no
statistically signicant differences between the answers of respondents with different working experience
and the second hypothesis was not conrmed. Being aware of such results, it can be concluded that
teachers with different working experiences responded remarkably similar.
The last question in this survey can be a perfect indicator for the further steps of educational
enhancement in Serbia and Czechia. Teachers from the Czech Republic are satised with their educational
system. On the other hand, Serbian teachers have a less positive overall opinion, which should lead to
general educational improvement by following the example of other more developed countries. Some
future studies about primary education should provide guidelines for enhancement.
Some of the limitations in the questionnaire-based research are that the authors cannot completely
control the process of understanding and answering questions. The conditions in which the respondents
give their answers also cannot be controlled (e.g. appropriate place that provides respondents with a
suitable atmosphere for thinking).
Acknowledgements
This research was supported by the Еrasmus+Strategic Partnership Project no. 2019-1-CZ01-
KA203-061379.
Conict of interests
The authors declare no conict of interest.
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