The aim of this paper is to investigate the directions of changes in the Common Agricultural Policy of the European Union for the period from 2021 to 2027. For the Republic of Serbia, as a candidate country for membership, it is important to monitor the changes that are taking place within the European agricultural policy. Analyzing the available literature and regulations of the European Commission, the authors look at the essence of the Common Agricultural Policy reforms in the upcoming seven-year period, with special reference to the aims, planned financial framework, "greening" of the CAP, as well as implementation of measures in rural development policy segment. Insisting on ecologically sustainable development of agriculture, along with greater institutional authority of the member states, are the key ideas that will guide the Common Agricultural Policy in the upcoming period.
Cilj rada je kritička ananliza konceptualizacije motivacije za obrazovanjem u političkim dokumentima Evropske unije. Na primeru serije objavljenih Komunikacija Evropske komisije u poslednje dve decenije sagledavaju se ključne karakteristike konceptualizacije motivacije za visokim obrazovanjem. S obzirom na to da Evropska komisija nema legislativna ovlašćenja nad sistemima obrazovanja država članica, ona svoj uticaj može ostvariti pomoću organizovanih političkih inicijativa i iznošenjem svog mišljenja. Komunikacije Evropske komisije predstavljaju značajan vid javnog promovisanja mišljenja, vizija i vrednosti EU u politici visokog obrazovanja. Analizom sadržaja sedam objavljenih Komunikacija u periodu od 2003. do 2018. godine može se zaključiti da obrazovna politika Evropske unije tematizuje problem motivacije za visokoškolskim obrazovanjem prevashodno instrumentalno, kao deo ekonomske agende razvoja društva. Prećutno se podrazumeva dominacija spoljašnje motivacije u sistemu visokog obrazovanja. Visoko obrazovanje se shvata kao usluga, student kao korisnik obrazovnih usluga, a problem individualne motivacije za obrazovanjem konceptualizuje se kao investiranje u ljudski kapital. Sa stanovišta obrazovnih institucija, motivacija za obrazovanjem se razmatra kao problem ponude obrazovnih usluga i usklađivanja sa aktuelnim i budućim potrebama tržišta rada. Vrednost visokog obrazovanja u celini razmatra se iz ekonomske perspektive. Pedagoške implikacije svođenja složenog procesa motivacije za obrazovanjem u okviru celokupnog sistema visokog obrazovanja na instrumentalne spoljašnje podsticaje može se opisati kao redukcionizam, odnosno zanemarivanje mnogostrukih motiva i vrednosti koji visoko obrazovanje čine socijalno poželjnim i individualno potrebnim. ; The aim of this paper is a critical analysis of conceptualization of motivation for education in the European Union political documents. The key characteristics of conceptualization of motivation for higher education are deliberated on the example of a collection of published European Commission Communications in the past two decades. Given that the European Commission has no legislative powers over education systems of the member states, it exerts its influence through instruments of organized policy initiatives and expression of its opinions. European Commission Communications represent an important form of public promotion of EU opinions, visions, and values in higher education policy. By analysing the content of seven published Communications in the period from 2003 to 2018, it can be concluded that in the European Union educational policy, the problem of motivation for higher education is perceived primarily instrumentally, as a part of economic agenda of society development. Dominance of external motivation in the higher education system is tacitly assumed. Higher education is understood as service, the student as user of educational services, and the problem of individual motivation for education is conceptualized as investment in human capital. From the point of view of educational institutions, motivation for education is perceived as the problem of offering educational services and harmonization with current and future needs of the labour market. The value of higher education as a whole is considered from economic perspective. Pedagogical implications of reducing a complex process of motivation for education in the entire higher education system to instrumental external incentives, can be described as reductionism, i.e. neglect of multiple motives and values that make higher education socially desirable and individually necessary. ; Knjiga rezimea, 25. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa" ; Book of abstracts / 25th International Scientific Conference "Educational Research and School Practice"
Harmonisation of the foreign policies of the Western Balkan states with the EU Common Foreign and Security Policy (CFSP) within the Charter 31 of the pre-accession negotiations will be a significant obligation and challenge for most of them. Within this context, the author takes as a starting point the regular annual reports on the progress achieved by the states in the region. They show the degree of harmonisation of their foreign policies with this Union's mechanism (within four years in the 2011-2014 period). The author of the article particularly points to the real and substantial discrepancy between the normative framework of the EU CFSP and the specific activities taken by the Western Balkan states in the part concerning their position to the current crisis in Ukraine which, in a way, 'reflects' the geo-strategic interests of the 'West', on one hand, and those of the Russian Federation, on the other. At the same time, he points to the membership in the North Atlantic Alliance as a favourable framework for the acceleration of harmonisation of a country's foreign policy with the EU CFSP.
The media policy of a country is a part of its overall policy and depends on the totality of socio-historical circumstances, the level of cultural and economic development, as well as the possible social consensus on the necessity for acceptance and implementation of experiences and standards from the democratic world in this field. Unlike other areas for which local/state politics is defined, the media field has only recently become interesting from this point of view and, as it is often the case in transition countries, it is still not recognized as a clearly defined position of the ruling circles. This paper analyzes the process of major changes in the media system of Serbia after the democratic changes and government actions, which in the long run cannot be considered a precisely constituted media policy, but whose consequences have an impact on the state of the public sphere and of the media, and thus receive political significance. The most important indicator of the will of political circles is undoubtedly the regulatory level, which is why this paper deals particularly with the preparation, adoption, and practical implementation of media legislation enacted from 2000 onward. Considering the official Serbian aspirations to join the European Union, the issue of state media policy is also seen through the prism of European media policy.
The Lisbon Treaty has brought significant changes into the architecture of the European Union. The most important novelty, however, is the establishment of a full unity of the Union structure achieved by creating new and strengthening the existing elements. The new elements of this unity are the disappearance of the European Community, the 'independence' of the European Atomic Energy Community, constituting the European Union as a single entity and the introduction of EU values. At the same time, the Lisbon Treaty has strengthened the existing elements of the common institutional mechanisms, rules on amending the founding treaties and EU membership. However, constituting the Union as a single entity which has replaced and succeeded the European Communities has not abolished the EU elements of diversity. In the areas that differed, even before the adoption of the Lisbon Treaty, from the community pillar, there remain significant differences in the nature and the scope of competences of the Union institutions. This mainly regards the common foreign and security policy, which now includes the defense policy, where the existing model of inter-state cooperation has been only slightly interfered with. In contrast, in the field of police and judicial cooperation in criminal matters, which has become part of a larger Area of Freedom, Security and Justice, the inter-state model of cooperation has been abandoned in some of its most important elements. However, the implementation of some of the important elements of the supranational model has been postponed.
U radu su predstavljeni rezultati kvalitativne analize i komparacije relevantnih sadržaja ključnih obrazovno-političkih dokumenata međunarodnih i evropskih organizacija (UNESCO, OECD, Savet Evrope i Evropska Unija) iz dva perioda razvoja koncepta celoživotnog učenja koji se odnose na nastavnike. Rezultati kvalitativnog istraživanja su prikazani kroz sledeće kategorije: uloga i funkcije nastavnika, selekcija budućih nastavnika, inicijalno i kontinuirano obrazovanje nastavnika, odnos nastavnik–učenik, timski rad, pomoć nastavnicima, status i uslovi rada nastavnika, istraživački rad i mobilnost nastavnika, kao i međunarodna saradnja. Analiza i komparacija sadržaja međunarodnih i evropskih dokumenata prve faze (sredina šezdesetih i kraj sedamdesetih godina 20. veka) pokazala je da dokumenti Saveta Evrope i UNESCO-a opširno i na vrlo sličan način govore o tome šta i kako treba promeniti i/ili ponovo uspostaviti kad su u pitanju nastavnici, njihova uloga, obrazovanje i položaj kako bi celoživotno učenje postalo stvarnost. Za razliku od toga, u dokumentu OECD-a nije data veća pažnja ulozi nastavnika u realizovanju celoživotnog učenja. U drugoj fazi (sredina devedesetih godina 20. veka) razvoja koncepta celoživotnog učenja dokumenti UNESCO-a i OECD-a opširno i detaljno razmatraju pitanje nastavnika, dok se u dokumentu Evropske Unije samo konstatuje da će nastavnici imati središnju ulogu u društvu koje uči. Na kraju rada je istaknuto da je analiza i upoređivanje međunarodnih i evropskih dokumenata pokazala da su nastavnici jedan od najvažnijih elemenata politike celoživotnog učenja i da je, stoga, nužno planirati i organizovati celoživotno obrazovanje i učenje nastavnika kako bi oni mogli da podstiču i osposobljavaju učenike za celoživotno učenje. ; This paper presents results of the qualitative analysis and comparison of the content of key educational policy documents of the International and European organizations (UNESCO, OECD, Council of Europe and European Union) from two developmental stages of the lifelong learning concept with regard to the teachers. Results of the qualitative research have been presented within the following categories: role and function of teachers, selection of teacher candidates, initial and continuing training of teachers, teacher-student relation, team work, assisting teachers, status and working conditions, research and mobility of teachers and international cooperation. The analysis and comparison of the content of the International and European documents from the first phase (in the middle of 1960s and beginning of 1970s) have shown that documents of the Council of Europe and the UNESCO, to a great extent and in a similar fashion, state what should be changed and/or newly established when it comes to teachers, their role, their education as well as their status, so that lifelong learning could become reality. Compared to that, the OECD document did not pay greater attention to the role of teachers in the implementation of lifelong learning. In the second phase of development of the lifelong learning concept (in the middle of 1990s) the UNESCO and OECD documents discuss the teachers to a great extent and in detail, whereas the EU document states only that teachers will play a central role in the learning society. The paper concludes that the analysis and comparison have shown that teachers are one of the most crucial elements of the lifelong learning policy. Therefore, it is necessary to plan and organize lifelong learning and educational opportunities for teachers so that they could encourage and train their students for lifelong learning. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"
The paper analyzes military capabilities of the European Union, as an important element of the credibility of the EU Common Security and Defense Policy (CSDP). It discusses the development of these capabilities, and main problems that go along with the operationalization of these capabilities, as well as the prospects of their further development. Is the intergovernmental approach to the area of the EU security and defense policy a barrier to the development of EU military capabilities? What is the extent of the harmonization between 'military' competences of the EU and national specificities? The paper aims to provide answers to these questions. The first section analyzes the institutionalization of the EU security and defense policy, which includes both the establishment of special political and military structures responsible for the decision-making process within the framework of this policy, and the adoption of specific goals for the development of EU military capabilities. The second section analyzes the main difficulties met in the operationalization of EU military capabilities, concerning the efficiency of decision-making procedures, lack of strategic capabilities, the discord of national reforms regarding the modernization of the armed forces, and duplication of national programs covering the military equipment. The third section discusses the prospects of the development of EU military capabilities in the light of EU member states' military budget cuts. It concludes that the gradual evolution of the EU security and defense policy can be seen as an incentive for coordinating the efforts of the member states in the development of EU military capabilities.
After the failure of the European constitutional process, the question of creating the European identity has become in the center of attention of the academic public again. According to the scientific literature about Europe it is mostly discussed as the set of institutional solutions, but not as the collective cultural space, the dominant paradigm discussing the European identity is the one that sees it as entirely political, indeed. The goal of this work is to show that insisting on creating of purely political European identity has its basic neither in theory nor in practice. In order to document the claim, in this work the author critically investigates different theoretical approaches studying the European identity and analyzing the results of available empirical researches tries to determine a role of cultural, civil and instrumental components in its creation.
The basic problem that the process of Euro integrations faces today is the absence of the European identity. There are ideas how it could be built, on what it should be based, but the basic problem is the EU has give up in a great extent from the real European values - the ideals like freedom, equality, solidarity, social justice, etc. Human rights are the European achievement, but a distinctive, therefore identity difference between the European and the Anglo-American interpretation is that the European variant guaranteed social-economic rights, which was actually a concretization of the great ideal of solidarity. Today, with prevailing ideology of globalism, just this element of human rights has been brutally waded, a part of the European identity with it. A similar situation is with what the Europeans consider the greatest achievement of the EU - free movement of people, goods and capital. Free movement of people is questioned by building barbed wires and creation of a new ante murale christianitatis, even in Islamic states, far away from the Schengen Area that is proclaimed untouchable. Moreover, all those people swarming to the Europe actually have close connections with it - they originate from former European colonies, brutally exploited by their metropolises for decades and centuries. Not only that, but recently their new 'Europeanization' has been attempted through the initialization of the 'Arab Spring' , which resulted with increase of the Islamic fundamentalism, disintegration of certain Arab states and tribal war in them, increase of terrorism and, of course, migrants from those areas. Although it would be justified to try to return the evil gotten to them at least partly, by refusing to accept the miserable the Europe gives the mortal strike to some of the main values that are considered its identity characteristics - free movement of people and solidarity. All this, actually, indicates on the absence of the European identity consciousness. There is no clearly defined content of the idea of the Euroidentity, nor there is consciousness of it with the citizens of the EU. The citizens of the EU are still more French, Englishmen, Germans, Italians, Spaniards, Poles, Czechs rather than the Europeans. Their Europeanism exists only on the level of usefulness and efficacy, therefore, the prediction is that the model of the EU as an international organizations generis will be kept for a long time, while identities in future will be tied for (European) nations.
