ИМА ЛИ МЯСТО ЗА ПОВЕЧЕ ПРАВА В УЧИЛИЩЕ?
IS THERE A PLACE FOR MORE RIGHTS AT SCHOOL?

Summary/Abstract: There are significant positive changes and innovations in the school education when educational policies are based on values and rights (see more: Freire, P., 1973; Sahlberg, R., 2011; Robinson, C. & L. Aronica, 2017). How close teachers and parents are to this understanding and whether there is a place for more rights at school according to them? These are parts of the questions which we asked in the frames of a larger research of parents and teachers’ expectations and their satisfaction with education (Mincheva - Rizova, M., Il. Rizov, 2022). The research was conducted among 146 parents and 198 teachers from 17 schools through surveys and focus groups. The results of the research showed that 56% of the surveyed teachers want more rights for themselves and 40% of the parents agree with this. A significant part (45%) of the asked teachers do not want more rights for parents and 52% of parents agree with them. About half of the surveyed teachers (48%) and parents (55%) shared that students do not need more rights at school. The majority of the surveyed teachers and parents (about 50%) do not see the need for the school to be a place to practice more rights related to the roles of the students and the parents. This group prefers to see the institutional characteristics of the school. A smaller group of parents and teachers (from 6% to 15%) are of the opposite opinion. It is supposed to include those parents and teachers who prefer to see the school as a community. Most of the teachers and parents are far from the idea of the school as a community, they accept it as an institution and are satisfied with it. The idea of empowering parents and students seems to remain a distant prospect for our modern school, and the rights of the child are largely the missing focus in discussions about the quality and development of education. This topic has a potential for development if school communities are supported to better identify school problems and seek their solutions based on an understanding of human and child rights.

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