OMOGOČIMO LAŽJO INKLUZIJO: Javna pobuda in peticija za zagotavljanje primernih obrokov za vse otroke

OMOGOČIMO LAŽJO INKLUZIJO: Javna pobuda in peticija za zagotavljanje primernih obrokov za vse otroke

Boj proti diskriminaciji, neenaki obravnavi, spodbujanje socialne pravičnosti in inkluzija so ključne vrednote demokratične družbe. Kljub obstoječim pravnim osnovam za preprečevanje diskriminacije pa je obseg drugačne obravnave manjšinskih skupin v Sloveniji zelo problematičen (Bajt, Frank, Jalušič, & Ladić, 2023). To se jasno odraža na področju prehrane, predvsem v vzgojno-izobraževalnih zavodih, kjer otroci z različnimi kulturnimi, verskimi ali etičnimi načeli mnogokrat nimajo dostopa do obrokov, prilagojenih njihovim potrebam, saj ti niso sistemsko zagotovljeni na nacionalni ravni. Zato se v tej pobudi spodaj podpisane organizacije zavzemamo za bolj inkluzivno izobraževalno okolje, kar lahko dosežemo z izboljšavami načinov zagotavljanja šolskih obrokov ter z dialogom o ustreznih in zadostnih prehranskih možnostih za vse.  

Glavni dokument, ki v Republiki Sloveniji ureja pravico do verske svobode, je Zakon o verski svobodi (Zakon o verski svobodi, 2007), ki med drugim določa, da mora biti verska svoboda tudi v javnem življenju zagotovljena in nedotakljiva, kar med drugim zajema različne oblike izražanja vere. Oblika izražanja vere je tudi izbira prehrane, ki je v skladu z verskimi nauki. Verska svoboda mora biti torej zagotovljena tudi v okviru prehranjevanja, čemur pa Smernice za prehranjevanje v vzgojno-izobraževalnih zavodih (Zavod Republike Slovenije za šolstvo, 2023) ne namenjajo dovolj pozornosti.  

V omenjenih smernicah za prehranjevanje je sicer navedeno, da je “temeljni vzgojno-izobraževalni cilj šolske prehrane v vzgojno-izobraževalnih zavodih optimalen razvoj otrok in mladostnikov ne glede na spol, socialni in kulturni izvor, veroizpoved, narodno pripadnost ter telesno in duševno konstitucijo” (Zavod Republike Slovenije za šolstvo, 2023, str. 10), vendar je to edini del, ki kulturni izvor in veroizpoved sploh omenja. To pomeni, da pri oblikovanju smernic ta načela niso bila upoštevana, zaradi česar ne prispevajo učinkovito k doseganju svojega glavnega cilja.   

Medtem ko se zavedamo, da zagotavljanje ustrezne prehrane za otroke, ki ne jedo določenih vrst živil, predstavlja določen organizacijski in finančni napor, moramo upoštevati, da za mnoge otroke nasprotno pomeni, da v šoli cel dan ne jedo ali pa so jim ponujeni le priloga, kruh ali sadje (Porić, 2024), kar nedvomno niso ustrezni nadomestki za polnovreden obrok, ki zadostuje otrokovim potrebam. Mnogi otroci tako domov prihajajo lačni in oslabljeni, poleg tega pa zaradi občutka izobčenosti in drugačne obravnave doživljajo močne čustvene stiske. Takšna situacija predstavlja obliko diskriminacije, saj mnoge otroke postavlja v neugoden položaj v primerjavi z ostalimi učenci, kar pa je s psiho-socialnega vidika popolnoma nesprejemljivo.   

Problematika šolske prehrane za otroke, ki zaradi kulturnih, verskih ali etičnih načel ne jedo določenih vrst mesa, je bila že mnogokrat tudi tema posveta z zagovornikom načela enakosti, vendar je postopek ponavadi ostal le na ravni posveta. Iz zapisnikov primerov (Zagovornik načela enakosti, 2024) pa je razvidno, da je nasprotovanje možnosti alternativne prehrane oz. zadostnih obrokov zagovornik načela enakosti označil za “hujšo obliko diskriminacije”, ko je zaradi dejanskega manjšega vnosa hrane ogroženo otrokovo zdravje. Tako so mnogi otroci deležni diskriminacije oz. drugačne obravnave v vzgojno-izobraževalnih zavodih, saj njihovo kulturno, versko in etično ozadje pri načrtovanju prehrane ni upoštevano, njihove prehranske potrebe pa tako ostajajo neslišane. Državni organi pri tem ne zagotavljajo nobene sistemske rešitve.   

Možnost zagotavljanja prehrane brez svinjskega mesa in masti je septembra 2019 na predlog Islamske skupnosti v Republiki Sloveniji že bila tema pogovora na seji Sveta vlade Republike Slovenije za dialog o verski svobodi, vendar glede na Gradivo k posameznim točkam dnevnega reda omenjene seje (Ministrstvo za kulturo, 2019) ni razvidno, da bi vlada podala kakršen koli zaključen odgovor ali predlog, ki bi olajšal situacijo muslimanskih družin.  

Za otroke, ki prispejo v Slovenijo iz drugih držav, je začetek šolanja v novem okolju izjemno stresen. Soočiti se morajo z izzivi prilagajanja novemu izobraževalnemu sistemu, premagovanja jezikovnih ovir in sklepanju novih prijateljstev. Hkrati pa se pogosto srečujejo tudi z neenako obravnavo in omejenimi možnostmi – še posebej na področju šolske prehrane. Pogosto se šolsko osebje ne trudi razumeti, da otrokove vrednote niso nekaj, kar lahko upoštevajo le doma, v šoli pa ne. So neločljiv del njihove identitete, ki ostaja z njimi skozi celoten proces integracije v novo okolje. Kljub temu pa se starši neprestano soočajo s komentarji, kot je “šola ni restavracija,” in berejo o tem, kako se mora osebje šol ukvarjati z njihovimi “kapricami” in “željami” (Hajdinjak, 2024).  

Ob tem ne smemo spregledati dejstva, da otroci hrane ne smejo prinašati od doma, kar v praksi pomeni, da jim pogosto ne preostane drugega, kot da skoraj cel dan ostanejo lačni. Poleg tega zaradi nejasnosti objavljenih jedilnikov otroci med šolskim kosilom sprašujejo učitelje, katera vrsta mesa je v obroku. Mnogi jim sčasoma začnejo odgovarjati, naj jih tega ne sprašujejo več, kar otroke postavi v zelo neprijeten položaj, saj ne vedo, ali obrok lahko pojedo ali ne.   

Izjave staršev:  

“Moja hči je vsak dan domov prihajala lačna, saj je v vrtcu pojedla le kakšen kos kruha. Ker osebje kljub našim prošnjam ni bilo pripravljeno pomagati in ji priskrbeti obroka, ki bi ga lahko jedla, smo morali zamenjati vrtec. V novem vrtcu, ki ji omogoča obrok, prilagojen njenim potrebam, se počuti bolj sprejeto in vključeno.” Družina iz Turčije  

“Ko je bil moj otrok v prvem razredu, je učiteljico spraševal, kaj je v hrani. Enkrat mu je rekla: “Zakaj me vsak dan to sprašuješ? Naj tvoja mama pogleda jedilnik in poskrbi za to.” Ko sem pogledala jedilnik, je na njem pisalo le meso – katera vrsta mesa je bila, ni bilo navedeno. Učiteljica mi je rekla, da to ni njen problem in da jih je moj otrok motil s svojimi vprašanji.” Družina iz Alžirije  

“Moj 5-letni sin se je zaradi drugačne obravnave in nezagotavljanja zadostnega obroka počutil izločenega. Počutil se je drugačnega. In občutek take drugačnosti je bil zelo globok.” Družina iz Turčije  

Naše ključno sporočilo je, da zavračanje možnosti alternativne prehrane za otroke z različnimi kulturnimi, verskimi in etičnimi načeli ne bo spremenilo njihovih vrednot, vendar bo le poglobilo občutek izobčenosti in nevključenosti, čustveno stisko in preprečilo njihov zdrav razvoj.  

Z željo po izboljšanju situacije smo pripravili 6 PRIPOROČIL, ki ponujajo možnosti za razmislek o rešitvah, ki bi močno prispevale k psiho-fizičnemu blagostanju otrok in občutku sprejetosti.  

1. Otroci oz. njihovi starši ali skrbniki naj imajo pravico do vpogleda v natančen seznam vseh sestavin, prisotnih v šolskih obrokih, ne le sestavin, ki so razvidne iz imena živil. Pogosto namreč prihaja do prikrite vsebnosti svinjskega mesa in drugih sestavin v obrokih zaradi zavajajočega imena živila. Tak primer je telečja hrenovka, ki kljub svojemu imenu lahko vsebuje tudi do 30 % svinjine. Poleg tega so imena živil na jedilniku pogosto nejasna, zaradi česar so starši v dilemi ali naj otroka odjavijo od obroka ali ne. Primeri takih imen so: mornarsko meso, mesni namaz, mesni sir, čebulna bržola, štajerska kisla juha, grahovo meso ipd. (Porić, 2024). Transparentni jedilniki so prednost za vse starše, ki želijo slediti prehrani svojih otrok, ne le za tiste, ki določenih živil ne uživajo zaradi kulturnega, verskega ali etičnega ozadja.   
2. Vzgojno-izobraževalni zavodi naj pravočasno objavljajo jedilnike, vsaj v petek zvečer za naslednji teden, da lahko starši po potrebi otroka odjavijo od obroka. Kasnejša objava jedilnika namreč onemogoča staršem, da otroka odjavijo od obroka za ponedeljek. Če je npr. svinjina ali kakšna druga neprimerna sestavina prisotna v obroku v ponedeljek, nekateri otroci obroka ne jedo, starši pa ga kljub temu plačajo, kar je zanje tako finančno kot čustveno obremenjujoče. Poleg tega se z možnostjo pravočasne odjave izognemo nepotrebnemu zavrženju hrane (Porić, 2024).  
3. Vzgojno-izobraževalni zavodi naj ponudijo možnost izbire alternativnih obrokov brez živil, ki jih otroci iz kulturnih, verskih ali etičnih načel ne jedo. Omenjenim otrokom se mora zagotoviti polnovredne obroke, pri čemer ponudba le priloge, kruha ali sadja ne zadostuje. Najprimernejšo alternativo je najbolje izbrati na podlagi dialoga s starši, katerih otroci obiskujejo določeno izobraževalno ustanovo. Inkluzivno izobraževanje pomeni tudi vključevanje dialoga s starši in prisluhniti potrebam njihovih otrok.  
4. Državni organi naj ponudijo sistemske rešitve, ki bodo vsem otrokom omogočile možnost izbire polnovrednega obroka v vzgojno-izobraževalnih zavodih, ne glede na njihovo kulturno, versko ali etično ozadje. Rešitve na individualni ravni, kot so dogovori z učitelji in kuharji, niso ustrezna alternativa. Sistemske rešitve naj se oblikujejo na nacionalni ravni, obenem pa naj posamezni vzgojno-izobraževalni zavodi naredijo analizo različnega ozadja svojih učencev. Tako bodo lahko bolje prepoznali njihove potrebe in jih pri organizaciji šolske prehrane po svojih zmožnostih upoštevali.  
5. Vzgojno-izobraževalni zavodi naj verskih prepovedi in etičnih načel ne enačijo z izmišljevanjem (Porić, 2024), saj to vodi do posredne diskriminacije na podlagi drugačne obravnave otrok, ki pripadajo skupini z drugačnimi kulturnimi, verskimi ali etičnimi načeli. Učitelje in ostalo šolsko osebje naj se ozavešča o različnih prehranskih potrebah otrok in se med njimi spodbuja strpnost.   
6. Opravi naj se ponoven pregled Smernic za prehranjevanje v vzgojno-izobraževalnih zavodih in vanje vključi tudi napotke glede omejitev, ki vključujejo potrebe različnih družin oz. otrok. S tem bodo smernice tudi bolje stremele k doseganju temeljnega vzgojno-izobraževalnega cilja šolske prehrane v vzgojno-izobraževalnih zavodih, ki je “optimalen razvoj otrok in mladostnikov ne glede na spol, socialni in kulturni izvor, veroizpoved, narodno pripadnost ter telesno in duševno konstitucijo” (Zavod Republike Slovenije za šolstvo, 2023, str. 10).  

Skozi pogovore z udeleženci fokusnih skupin smo kot delno ustrezno alternativo prepoznali zdrav polnovreden obrok, ki temelji na rastlinski prehrani, saj ta pokriva najobsežnejši spekter oseb, ki zaradi različnih razlogov določenih živil ne jedo. V večini primerov problem namreč predstavlja ravno meso, pa naj gre za način zakola in priprave (halal), prepovedano vrsto mesa (npr. svinjina) ali pa etično spornost. Z uvedbo možnosti izbire obroka, ki temelji na rastlinski prehrani, bi torej dosegli razbremenitev kuharjev, saj bi bilo za širok spekter oseb, ki določenih živil ne jedo, treba pripraviti le eno dodatno vrsto obroka. Take rešitve se poslužujejo tudi že nekatere šole v tujini, npr. na Finskem (Giorda, Bossi, Messina, & Risteco, 2014). 

Ker v Sloveniji mnogo šol objavlja ustrezne mesečne jedilnike, nekatere pa otrokom omogočajo možnost izbire obroka brez svinjine ali brez mesa (Porić, 2024), je jasno, da naši predlogi ne predstavljajo nekaj neizvedljivega. Glede na mnoge izkušnje staršev je za vsakega možno najti ustrezno rešitev, če je odprt prostor za dialog. Prav tako praksa iz drugih držav, kot so Anglija, Francija in Finska, kaže, da šolska jedilnica z različnimi obroki, ki v obzir vzemajo kulturno, versko in etično prepričanje otrok, ne zagotavlja le enake obravnave, temveč predstavlja tudi prostor za razvijanje spoštovanja in razumevanja različnosti (Giorda et al., 2014).  

Avtorji pobude si prizadevamo za širjenje razumevanja, da živimo v družbi, kjer sobivamo ljudje z različnimi vrednotami in prepričanji. Raznolikost, tudi pri prehranskih izbirah, ne ogroža nikogar in ne spodkopava identitete, temveč družbo bogati. Ključno vprašanje je, ali želimo vzgajati otroke v duhu strpnosti in sprejemanja ali pa nadaljevati prakso izključevanja. Zato pozivamo k odprtemu dialogu in vključevanju staršev pri iskanju rešitev, ki bodo omogočile inkluzivno šolsko okolje za vse.  

Javno pobudo smo pripravili migrantke in migranti v okviru projekta BODE+ v sodelovanju z ADRA Slovenija, Društvom Medkulturni dialog in Kulturnim društvom Gmajna ter ob podpori projekta EMV-LII.  

Izražena stališča in mnenja so zgolj stališča in mnenja avtorja(-ev) in ni nujno, da odražajo stališča in mnenja Evropske unije ali Evropske izvajalske agencije za izobraževanje in kulturo (EACEA). Zanje ne moreta biti odgovorna niti Evropska unija niti EACEA.      

Podpisniki pobude: 

Društvo Medkulturni dialog, Humanitarno društvo ADRA Slovenija, Kulturno društvo Gmajna in iniciativa Infokolpa   

ENGLISH

ENABLE FASTER INCLUSION: Public Initiative and Petition to Provide Suitable Meals for All Children  

Preventing discrimination, unequal treatment, promoting social justice and inclusion are key values of a democratic society. Despite the existing legal basis for preventing discrimination, the extent of the wrong treatment of minority groups in Slovenia is very problematic (Bajt, Frank, Jalušič, & Ladić, 2023). This is clearly reflected in the area of providing school meals and lunches, especially in educational institutions, where children with different cultural, religious or ethical principles often do not have access to meals adapted to their needs. The before mentioned are not systematically provided at the national level. Therefore, in this initiative the undersigned organizations advocate for a more inclusive educational environment. This can be achieved by improving the methods of providing school meals and by dialogue on appropriate and sufficient nutritional options for all.  

The main document regulating the right to religious freedom in the Republic of Slovenia is the Religious Freedom Act (Zakon o verski svobodi, 2007), which, among other things, directs that religious freedom must also be guaranteed and inviolable in public life, which includes, among other things, various forms of expression of religion. A form of expression of religion is also the choice of food that is in accordance with religious teachings. Religious freedom must therefore also be guaranteed in the context of school meals, which the Nutritional Guidelines for Educational Institutions (Zavod Republike Slovenije za šolstvo, 2023) do not pay enough attention to.  

The Nutritional Guidelines state that “the fundamental educational goal of school nutrition in educational institutions is the optimal development of children and adolescents regardless of gender, social and cultural origin, religion, nationality, and physical and mental constitution” (Zavod Republike Slovenije za šolstvo, 2023, p. 10), but this is the only part that even mentions cultural origin and religion. This means that these principles were not considered when creating the guidelines, which is why they do not contribute effectively to achieving their main goal.  

We are aware that providing adequate nutrition and meals for children who do not eat certain types of food represents a certain amount of organizational and financial effort. On the other hand, we must consider that, for many children, it means that they do not eat at school all day long or are only offered a side dish, bread or fruit (Porić, 2024), which are undoubtedly not adequate substitutes for a full meal that meets the child's needs. Many children thus come home hungry and weak, and they also experience strong emotional distress due to the feeling of being excluded and treated differently. Such a situation represents a form of discrimination, as it puts many children in a disadvantageous position compared to other students, which is completely unacceptable from a psycho-social perspective.  

The issue of school meals for children who, due to cultural, religious or ethical principles, do not eat certain types of meat has often been the subject of consultations with the Advocate of the Principle of Equality, but the procedure usually remained at the consultation level. The case records (Zagovornik načela enakosti, 2024) show that the Advocate of the Principle of Equality described opposition to the possibility of alternative meals or sufficient meals as a “severe form of discrimination”, with the child’s health being endangered due to the actual lower food intake. Thus, many children are subject to discrimination or wrong treatment in educational institutions, as their cultural, religious and ethical background is not considered when planning meals, and their nutritional needs remain unheard. State authorities do not provide any systemic solution in this regard.  

The possibility of providing food without pork and lard was already a topic of discussion at the session of the Republic of Slovenia’s Council of the Government for Dialogue on Religious Freedom in September 2019, at the suggestion of the Islamic Community in the Republic of Slovenia. However, according to the Materials for individual items on the agenda of the mentioned session (Ministrstvo za kulturo, 2019), it is not clear that the government would provide any completed response or proposal that would ease the situation of Muslim families.  

For children who arrive in Slovenia from other countries, starting school in a new environment is extremely stressful. They have to face the challenges of adapting to a new educational system, overcoming language barriers and making new friends. At the same time, they often encounter unequal treatment and limited opportunities – especially in the area of school nutrition. Often, members of the school staff do not try to understand that children’s values are not something they can only follow at home but not at school. They are an inseparable part of their identity that remains with them throughout the entire process of integration into the new environment. Nevertheless, parents are constantly faced with comments such as “school is not a restaurant,” and read about how school staff have to deal with their “whims” and “wishes” (Hajdinjak, 2024).  

We should also not overlook the fact that children are not allowed to bring food from home, which in practice means that they often have no choice but to stay hungry for almost the entire day. In addition, due to the vagueness of the published menus, children ask teachers during school lunch what type of meat is in the meal. Many eventually start telling them not to ask anymore, which puts the children in a very uncomfortable position, because they do not know whether they can eat the meal or not.  

Parents' statements:  

“My daughter came home hungry every day because she only ate a piece of bread at the kindergarten. Despite our requests, the staff was not willing to help and provide her with a meal that she could eat, so we had to change kindergartens. In the new kindergarten, which provides her with a meal adapted to her needs, she feels more accepted and included.” Family from Turkey  

“When my child was in first grade, he asked his teacher what was in the food. One time she said, ‘Why do you ask me that every day? Let your mother look at the menu and take care of it.’ When I looked at the menu, it only said meat – it didn’t say what kind of meat it was. The teacher told me that it wasn’t her problem and that my child was bothering them with his questions.” Family from Algeria  

“My 5-year-old son felt excluded because of the wrong treatment and the lack of adequate meals. He felt different. And the feeling of being different was very deep.” Family from Turkey  

Our key message is that denying alternative food options to children with different cultural, religious and ethical principles will not change their values, but will only deepen their feelings of exclusion, emotional distress and prevent their healthy development.  

With the desire to improve the situation, we have prepared 6 RECOMMENDATIONS that offer opportunities to consider solutions that would greatly contribute to children's psycho-physical well-being and sense of acceptance.  

1. Children or their parents or guardians should have the right to see a detailed list of all ingredients present in school meals, not just the ingredients that are evident from the name of the food. Often, there is a hidden content of pork and other ingredients in meals due to the misleading name of the food. One example is veal hot dog, which despite its name can contain up to 30% pork. In addition, the names of foods on the menu are often unclear, which leaves parents in a dilemma about whether or not to cancel the meal for their child that day. Examples of such names are: sailor's meat, meat spread, meat cheese, onion rib, Styrian sour soup, pea meat, etc. (Porić, 2024). Transparent menus are an advantage for all parents who want to monitor their children's diet, not only for those who do not consume certain foods due to cultural, religious or ethical background.
2. Educational institutions should publish menus in a timely manner, at least on Friday evening for the following week, so that parents can unenroll their child from the meal if necessary. Publishing the menu later makes it impossible for parents to cancel the meal for their child for Monday. For example, if pork or some other unsuitable ingredient is present in the meal on Monday, some children do not eat the meal, but the parents pay for it anyway, which is both financially and emotionally burdensome for them. In addition, the possibility of unenrolling in a timely manner avoids unnecessary food waste (Porić, 2024).
3. Educational institutions should offer the possibility of choosing alternative meals without foods that children do not eat for cultural, religious or ethical reasons. These children should be provided with wholesome meals, and offering only side dishes, bread or fruit is not sufficient. The most suitable alternative is best chosen through a dialogue with the parents whose children attend a particular educational institution. Inclusive education also means engaging in dialogue with parents and listening to the needs of their children.      
4. Governments should provide systemic solutions that will enable all children to choose a nutritious meal in educational institutions, regardless of their cultural, religious or ethical background. Individual solutions, such as agreements with teachers and cooks, are not an adequate alternative. Systemic solutions should be developed at the national level, while individual educational institutions should carry out an analysis of the diverse backgrounds of their students. This will allow them to better identify their needs and take them into account when organising school meals to the best of their ability.  
5. Educational institutions should not equate religious prohibitions and ethical principles with children being fussy about food (Porić, 2024), as this leads to indirect discrimination based on different treatment of children who belong to a group with different cultural, religious or ethical principles. Teachers and other school staff should be made aware of the different nutritional needs of children and tolerance should be encouraged among them.  
6. The Nutritional Guidelines for Educational Institutions should be reviewed and include guidance on restrictions that include the needs of different families or children. This will also better aim to achieve the fundamental educational goal of school nutrition in educational institutions, which is “optimal development of children and adolescents regardless of gender, social and cultural origin, religion, nationality, and physical and mental constitution” (Zavod Republike Slovenije za šolstvo, 2023, p. 10).  

Through discussions with focus group participants, we identified a healthy, wholesome meal based on a plant-based diet as a partially suitable alternative, as it covers the broadest spectrum of people who do not eat certain foods for various reasons. In most cases, the problem is meat, whether it is the method of slaughter and preparation (halal), a prohibited type of meat (e.g. pork) or ethically controversial. Introducing the option to choose a meal based on a plant-based diet would therefore relieve the burden on cooks, as only one additional type of meal would need to be prepared for a wide range of people who do not eat certain foods. Such solutions are also used by some schools abroad, e.g. in Finland (Giorda, Bossi, Messina, & Risteco, 2014).   

Since many schools in Slovenia publish appropriate monthly menus, and some allow children to choose a meal without pork or without meat (Porić, 2024), it is clear that our proposals do not represent something unachievable. According to many parents' experiences, it is possible to find an appropriate solution for everyone if there is an open space for dialogue. In addition, practice from other countries, such as England, France and Finland, shows that a school canteen with different meals, which consider the cultural, religious and ethical beliefs of children, not only ensures equal treatment, but also represents a space for developing respect and understanding of diversity (Giorda et al., 2014).  

The authors of the initiative strive to spread the understanding that we live in a society where people with different values and beliefs coexist. Diversity, including in food choices, does not threaten anyone and does not undermine identity, but rather enriches society. The key question is whether we want to raise children in a spirit of tolerance and acceptance or continue the practice of exclusion. Therefore, we call for open dialogue and the involvement of parents in finding solutions that will enable an inclusive school environment for all.  

This public initiative was prepared by migrants as part of the BODE+ project in cooperation with ADRA Slovenija, Društvo Medkulturni dialog and Kulturno društvo Gmajna and with the support of the EMV-LII project.    

The views and opinions expressed are solely those of the author(s) and do not necessarily reflect the views and opinions of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor the EACEA can be held responsible for them.        

Supporters of the initiative: Društvo Medkulturni dialog, Humanitarno društvo ADRA Slovenija, Kulturno društvo Gmajna in iniciativa Infokolpa

Viri in literatura:  

Bajt, V., Frank, A., Jalušič, V., & Ladić, M. (2023). Odgovorno delovanje za vključujoče lokalne skupnosti (CIFER): Nacionalno poročilo – Slovenija. Mirovni inštitut. 

Giorda, M. C., Bossi, L., Messina, E., & Risteco, C. (2014). Food and religion (in public food service). Consorzio Risteco. Hajdinjak, M. (2024). Kaprice in »pravice« v šolski prehrani. Vestnik. https://vestnik.svet24.si/clanek/aktualno/v-premislek-kaprice-in-pravice-v-solski-prehrani-1375386 

Ministrstvo za kulturo. (2019). Gradivo k posameznim točkam dnevnega reda 4. Seje sveta vlade RS za dialog o verski svobodi. Vlada Republike Slovenije. https://www.gov.si/assets/ministrstva/MK/Verska-svoboda/Svet-Vlade-RS-za-dialog/Gradivo-4.-seja-Sveta.pdf 

Porić, E. (2024). Pregled izkušenj in praks zagotavljanja obrokov brez svinjine v slovenskih vzgojno-izobraževalnih ustanovah: Poglobljena analiza anketnega vprašalnika in šolskih jedilnikov. Islamska skupnost v Republiki Sloveniji. https://www.islamska-skupnost.si/wp-content/uploads/Analiza-prehrana-19.-9.-2024.pdf 

Zagovornik načela enakosti. (2024). Starši z vrtcem dosegli dogovor o razumni prilagoditvi prehrane za otroke na podlagi vere. https://zagovornik.si/izdelki/starsi-z-vrtcem-dosegli-dogovor-o-razumni-prilagoditvi-prehrane-za-otroke-na-podlagi-vere/ 

Zakon o verski svobodi (ZVS). (2007). Uradni list RS, št. 14/07. 

Zavod Republike Slovenije za šolstvo. (2024). Smernice za prehranjevanje v vzgojno-izobraževalnih zavodih. https://gov.si/assets/ministrstva/MVI/Dokumenti/Osnovna-sola/Smernice-za-prehranjevanje-v-vzgojno-izobrazevalnih-zavodih.pdf

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