Search results

Imajući na umu da je Strategijom razvoja obrazovanja u Srbiji primećeno da u obrazovanju u Srbiji postoji "problem sa pravednošću" i da je kao jedan od ciljeva razvoja obrazovanja navedeno stvaranje "socijalno pravičnog društva", u ovom radu se preispituje u kojoj meri su donošenje Zakona o dualnom obrazovanju i javno insistiranje na ekspanziji ovog vida obrazovanja koraci usmereni ka smanjenju nejednakosti. Oslanjajući se na ideje različitih francuskih sociologa obrazovanja (Burdije, Budon, Bodlo i Estable), kroz rad se ispituje u kojoj meri dualno obrazovanje otvara prostor za izjednačavanje obrazovnih šansi i uspostavljanje pravičnijeg društva. Iz teorijskih uvida spomenutih autora koji se tiču povezanosti klasnih struktura sa obrazovnim šansama, može se zaključiti da svako "grananje" unutar obrazovnog sistema doprinosi većim nejednakostima, o čemu eksplicitno govori Rejmon Budon. Odlike dualnog obrazovanja podsećaju na "primarno zanatsko" obrazovanje o kojem govore Bodlo i Estable koji pokazuju da je ovakvo obrazovanje predviđeno za učenike iz neprivilegovanih društvenih slojeva kojima se kroz ovaj vid obrazovanja ograničava mogućnost vertikalne društvene pokretljivosti. Analizirajući različite interesne optike aktera, Burdije smatra da opšte obrazovanje, nasuprot obuci u firmi, radnicima daje određeni vid slobode, jer ih čini manje vezanim za jedno preduzeće. Školski sistem povezan sa industrijom, prema mišljenju ovog autora, oblikovan je interesima poslodavaca i suprotan je interesima radnika, jer čini društvo manje pravičnim umanjujući šanse za vertikalnu i horizontalnu društvenu pokretljivost. Na osnovu navedenog se može zaključiti da dualno obrazovanje ne doprinosi smanjenju društvenih nejednakosti, te da bi u cilju stvaranja pravičnijeg društva od ovakvih obrazovnih politika trebalo odustati. ; Bearing in mind that the Strategy for Education Development in Serbia perceives the existence of a "justice issue" in education in Serbia, and that one of the stated goals of education development is creating a "socially just society", this paper explores to which extent adopting the Law on Dual Education and public insistence on expansion of this mode of education are the steps towards reducing injustice. Relying on the ideas of different French sociologists of education (Bourdieu, Boudon, Baudelot and Establet), the paper examines to which extent dual education opens up the space for balancing educational opportunities and establishing a more just society. From theoretical insights of the aforementioned authors regarding the relation between class structures and educational opportunities, it can be concluded that any "branching" within an educational system contributes to greater inequalities, as explicitly asserted by Raymond Boudon. The characteristics of dual education correlate to the "primary professional" education mentioned by Baudelot and Establet, illustrating that such education is intended for students from underprivileged social strata, who have limited opportunities for vertical social mobility due to this kind of education. By analysing various interest optics of the actors, Bourdieu finds that general education, as opposed to company training, provides workers with a certain form of freedom because it makes them less attached to a single company. The school system associated with industry, in the opinion of this author, is shaped by the interests of employers and contrary to the interests of workers, as it makes society less fair by reducing the chances of vertical and horizontal social mobility. Based on the above, it can be concluded that dual education does not contribute to reducing social inequalities, and that in order to create a fairer society, such educational policies should be abandoned. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"

Each scientific explanation, as per the author's view, is strived and required to have the most possible systematic character, and to enable the explained problem to be comprehended in the widest theoric-systhematic frame. Having analysed the methodological problem of comparative studies in education from the point of view of the mentioned studies, the author determined that the approaches to comparative study of education and schooling were not to be uniformed ones from the simple reason they had been grown out from different philosophic and theoric fundament. From the wider point of view, comparisons enable the comprehension of the phenomenon of education and schooling, their dialectics of manifestation, and their importance for human and society development. Methodologically taken, comparativistics of education and schooling is enriched with new techniques and methods. The comparison overcomes the meaning of one method (comparative method). Different orientations and different methodological procedures in comparative study of education and schooling were being appeared. Bearing in mind the complexity of comparative pedagogy problems, the author indicated the relevant methodological problems from which the historic dimension of comparative pedagogy progress was being visible. The author made the analysis of methodological problem of comparative research in education through several phases having considered basic characteristic of research, understanding of method system of comparative pedagogy, problems of contradiction of comparative research, its presence etc. From the point of view of the indicated problem, it is essential to state the consciousness on the methodological foundation of comparative researches of education and schooling is being broadened, which leads to the research of phenomenon of education at more qualitative level.

U savremenim društvima se smatra da visoko obrazovanje ima značajnu ulogu za ekonomski razvoj tako što obezbeđuje kvalifikovanu radnu snagu, ekonomsku konkurentnost, produktivnost, političku stabilnost i stvaranje demokratskog društva. Predmet rada je da se predstave i kritički ispitaju sociološka stanovišta koja pripadaju funkcionalističkoj i institucionalističkoj paradigmi koje na različite načine tumače značaj obrazovanja za razvoj društva. Prvi cilj je da se predstavi na koji način autori koji pripadaju ovim teorijskim pravcima opisuju ulogu obrazovanja u ekonomskom i političkom razvoju. Drugi cilj je da se ispita na koji način isti autori tumače značaj visokog obrazovanja za pojedince: za zaposlenje, napredovanje i životne šanse. Funkcionalistička paradigma smatra da je visoko obrazovanje neophodno za tehnološki, ekonomski i društveni napredak, jer priprema pojedince za rad u odgovarajućem segmentu kapitalističke ekonomije i povezana je sa shvatanjem progresa i pojmova: modernist, profesionalizacija i racionalizacija. Institucionalistička perspektiva takođe pokazuje da je obrazovni sistem strukturalno povezan sa nastankom moderne privrede i nacionalne države, da ima alokativnu funkciju i da na taj način utiče na životne šanse pojedinaca. Za razliku od funkcionalističke, institicionalistička perspektiva naglašava ideološku i legitimacijsku stranu ovih procesa i značaj pridaje političkim faktorima u odnosu na ekonomske faktore. Preispitivanjem i suočavanjem različitih teorijskih polazišta ukazuje se na kompleksan odnos obrazovanja i šireg društva. Stoga je potrebno kontinuirano ispitivati suprotstavljena stanovišta koja ovoj temi prilaze na različite načine. Jedino celovito i kritičko teorijsko promatranje ovih procesa može imati značajne implikacije za kreiranje obrazovnih politika, kao i sveobuhvatnijih reformi društva. ; In modern societies, higher education is considered to be playing a significant role in economic development by providing skilled labor, economic competitiveness, productivity, political stability and building a democratic society. The subject of this paper is to present and critically review sociological standpoints belonging to functionalist and institutionalist paradigm which interpret the importance of education for development of a society in a different way. The first objective is to present how authors belonging to these theoretical concepts describe the role of education in economic and political development. The second objective is to examine how these authors interpret the importance of higher education for individuals: for their employment, promotion and life chances. The functionalist paradigm holds that higher education is necessary for technological, economic and social progress, as it prepares individuals for work in the relevant segment of capitalist economy and is linked to understanding of progress and concepts of modernity, professionalization and rationalization. The institutionalist perspective also shows that education system is structurally linked to emergence of modern economy and the nation-state, that it has an allocative function and thus affects the life chances of individuals. Unlike the functionalist, the institutionalist perspective emphasizes the ideology and legitimacy of these processes and attaches importance to political rather than economic factors. By reviewing and confronting different theoretical starting points, a complex relationship between education and wider society is revealed. It is therefore necessary to continually examine the opposing viewpoints that approach this topic in a different way. Only a comprehensive and critical theoretical observation of these processes can have significant implications for creating educational policies and far-reaching societal reforms. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"

The study examines some recent developments in Hungarian higher education funding with some historical and international outlook. Its purpose is to present the causes of the anomalies that we are experiencing today (such anomalies include, for example, new institutional indebtedness and their central support, as well as instructor layoffs at some universities, and a sudden increase in tuition fees). The anomalies are surprising because, according to the government, the introduction of the Chancellor's system was successful in consolidating higher education. The paper states that the last ten years of Hungarian higher education were characterized by the transformation of the financing system, in addition to the reduction of state resources. In international comparison, the government support for domestic higher education compared to GDP is significantly below the average of developed countries. The government tried to deal with institutional management difficulties and indebtedness with the introduction of the Chancellor's system. (which drastically reduced autonomy), and by providing ad hoc, hand-guided cash grants. However, the financial condition of the institutions is permanently bad, which is obviously at the expense of quality, as the institutions are forced to dismiss older and more experienced trainers, and the conditions of education also deteriorate. Without widening public resources and widening economic freedom, the situation will continue to deteriorate. It is becoming increasingly evident that the idea of a government strategy to make Hungarian higher education institutions world-class is unrealistic. ; A tanulmány a hazai felsőoktatás-finanszírozás néhány újabb történését vizsgálja meg, némi történelmi és nemzetközi kitekintéssel. Célja bemutatni azt, hogy a napjainkban tapasztalható anomáliák – mint például az újabb intézményi eladósodások és azok központi kisegítése (miközben a kancellári rendszer bevezetésével állítólag sikeres volt a felsőoktatás konszolidációja), elbocsátások egyes tudományegyetemeken, hirtelen tandíjemelés – mire vezethetők vissza. Az írás megállapítja, hogy a hazai felsőoktatás elmúlt tíz évét az állami források beszűkülése mellett a finanszírozási rendszer átalakulása jellemezte. Nemzetközi összehasonlításban a hazai felsőoktatás kormányzati forrásai (az állami támogatások aránya a GDP-hez viszonyítva) jelentősen elmaradnak a fejlett országok átlagától. A mindezek nyomán kialakult intézményi gazdálkodási nehézségeket a kormány a kancellári rendszer bevezetésével – s ezzel együtt a gazdasági autonómia radikális és az akadémiai (oktatási és kutatási) autonómia vele járó nem jelentéktelen korlátozásával –, valamint eseti, kézzel vezérelt konszolidációs pénzosztogatással próbálta kezelni. Az intézmények kondicionális helyzete azonban tartósan rossz, ami nyilvánvalóan a minőség rovására megy, hiszen az intézmények az idősebb és tapasztaltabb oktatók elbocsátására kényszerülnek, és az oktatás feltételei is romlanak. Félő, hogy az állami források bővülése és a gazdálkodási szabadság kiszélesítése nélkül a helyzet tovább romlik. Egyre nyilvánvalóbban irreálissá válik a kormányzati stratégiának nevezett anyag azon célkitűzése, amely szerint minden magyar felsőoktatási intézmény világszínvonalú kell legyen azokban a diszciplínákban, amelyek a saját kiemelt területéhez tartoznak.

In his main oeuvre from the field of political philosophy ('Basic Traits of the Philosophy of Right'), Hegel wished to reconcile civil society with state. Civil society is for Hegel the way of abstract notion of property concretization. Subjective form of property is evolutioning into objective relationships among title holders. It is in the state where the will is set free from its particular interests and is becoming free in the widest sense of the word. Since civil society is established as per marketing principles, it is subject to inequalities. Since inequalities bear destructive effect on the life in community, civic particularism may be overcome only in institutional way. That institution is the state as the 'seriousness of the spirit', and the essence of civil society. Civil society is a liberal one, and the state is based on liberal principles. For Hegel, contrary to Hobbes and Locke, liberal society is not a social contract among individuals who possessed some natural rights (property), but reciproque and equal agreement among citizens and states which wish to recognize themselves mutually. It is not an own interest, but searching for rational recognition. The same as citizens, states also wish to reconcile themselves mutually, what in the situation in Kosovo and Metohia alike gets the original form.

U radu se razmatra ekološko obrazovanje u Srbiji, kroz analizu trenutnog stanja, ukazivanje na ključne probleme u ovoj oblasti i moguće pravce daljeg razvoja. U prvom delu rada dat je prikaz razvoja ekološkog obrazovanja u našoj zemlji sa naglaskom na ključne faze u ovom procesu. Put razvoja ekološkog obrazovanja u Srbiji kretao se od izrazitog antropocentrizma i antagonizma između čoveka i prirode, preko umerenog antropocentrizma sa primesama ekoncentrizma, do dominantnog ekocentrizma. Primetno je da razvoj ekološkog obrazovanja u našoj zemlji kasni bar jednu deceniju u odnosu na društvene okolnosti, što otvara brojne implikacije za obrazovni sistem i društvo u celini. Kada je u pitanju nastavni proces, analiza stanja pokazuje pomake koji su učinjeni implementiranjem novih sadržaja iz oblasti ekologije i održivog razvoja u postojeće predmete, kao i uvođenjem izbornih predmeta koji se odnose na ekološko obrazovanje. Pomaci su učinjeni i u domenu vannastavnih aktivnosti koje su obogaćene sadržajima iz oblasti ekologije, kao i u okviru obrazovnih politika škola, uvođenjem posebnih rubrika u školske programe kojima se definišu planirane aktivnosti iz ove oblasti. U drugom delu rada napravljen je osvrt na ključne probleme do kojih se došlo analizom postojećeg stanja u oblasti ekološkog obrazovanja. Kao največi problem izdvaja se primetni jaz između usvojenog znanja iz oblasti ekologije i individualnog delovanja pojedinca u svakodnevnom životu u pravcu očuvanja životne sredine. Pored toga, u nastavi se još uvek u nedovoljnoj meri primenjuju interdisciplinarni pristup i projektna nastava zasnovana na istraživanju čiji je doprinos u učenju ekoloških sadržaja potvrđen u nalazima brojnih istraživanja. U trećem delu rada date su preporuke za dalji razvoj ekološkog obrazovanja u našoj zemlji koje se prevashodno odnose na način učenja ekoloških sadržaja u okviru škole i koje imaju važne implikacije za kreatore obrazovnih politika, lidere u školama i praktičare. Na prvom mestu, škole bi trebalo da budu usmerene na stvaranje mogućnosti za istinski, receptivni i refleksivni odnos učenika sa prirodom. To bi značilo da se u procesu učenja ekoloških sadržaja primene pristupi čiji je uspeh već potvrđen, poput interdisciplinarnog pristupa i projektne nastave. Ostvarivanju ovog cilja pomoglo bi i intenziviranje vannastavnih aktivnosti kroz unapređivanje već postojećih (ekskurzije, nastava u prirodi) kao i uvođenjem novih, na primer ekoloških kampova i drugih organizovanih aktivnosti u prirodi koje podrazumevaju veću angažovanost učenika. Na taj način bi bilo omogućeno da se znanja stečena u nastavi povežu sa neposrednim iskustvom u prirodi. Time bi se podigao kvalitet dobijenih znanja iz ove oblasti, a ostvario bi se i pozitivan uticaj na voljni i emocionalni aspekt ličnosti učenika, što bi vodilo ka njihovoj većoj svesti o potrebi zaštite životne sredine, kao i njihovoj većoj participaciji u konkretnim aktivnostima koje se tiču očuvanja prirode i njenih resursa. Na kraju, ukazano je na važnost finansijskog aspekta, pa se kao preporuka za obrazovnu politiku ističe da su potrebna veća ulaganja kako bi škole mogle dobijena sredstva da iskoriste za podizanje svojih kapaciteta u oblasti ekološkog obrazovanja, obogaćivanje nastavnih resursa, kao i za obučavanje nastavnog kadra. ; The paper deliberates environmental education in Serbia by analysing the current situation, pointing to key problems in this area and potential trends of further development. The first part of the paper is an overview of environmental education development in our country with an emphasis on key stages in this process. The developmental path of environmental education in Serbia has unfolded from strong anthropocentrism and antagonism between the man and nature, through moderate anthropocentrism with hints of ecocentrism, to dominant ecocentrism. It is obvious that development of environmental education in our country is at least a decade late vis-à-vis social circumstances, which opens a number of implications for education system and overall society. With regard to teaching process, the current situation analysis reveals the progress made by implementing new contents from the fields of ecology and sustainable development in the existing subjects, as well as by introducing elective courses related to environmental education. The progress has also been made in terms of extracurricular activities that have been enriched with ecology contents, as well as within educational policies of schools by introducing special sections in the school curricula that define planned activities in this field. The second part of the paper focuses on the key issues arising from the analysis of current situation in environmental education. The greatest problem is an apparent gap between acquired ecology knowledge and the individual's actions in everyday life regarding environmental protection. In addition, the interdisciplinary approach and research-based project teaching whose contribution to learning the environmental contents has been acknowledged by results of numerous studies are still not adequately applied in teaching. The third part of the paper provides recommendations for further development of environmental education in our country. They primarily refer to the way environmental education is taught in school and have important implications for education policy makers, school leaders and practitioners. Primarily, the schools should aim at creating opportunities for genuine, receptive and reflective relationship of students with nature. This would mean using already validated approaches to learning of environmental contents, such as interdisciplinary approach and project-based teaching. Intensifying the extracurricular activities through improvement of already existing activities (excursions, outdoor classes) and introduction of new ones, for example eco-camps and other organized outdoor activities involving a greater student engagement, would also help in achieving this goal. In this way the correlation between the classroom-obtained knowledge and immediate experience in nature would be enabled. This would improve the quality of knowledge from this field, and have a positive effect on wilful and emotional aspect of students' personality. This would also lead to their greater awareness of the need for environmental protection, as well as their greater participation in particular activities related to conservation of nature and its resources. Finally, the importance of financial aspect is underlined and the recommendation for education policy refers to requirement for greater investments. In this way, the schools could use the received funds for increasing their environmental education capacities, improving the teaching resources and training the teaching staff. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"