Cilj rada je da se skrene pažnja kreatorima obrazovne politike i društvu u celini na pojavu i razvoj fenomena profesionalnog sagorevanja nastavnika u društvenom kontekstu savremene Srbije – u periodu karantina. Teorijski okvir čini tzv. JDR model, prema kom su izgaranje i posvećenost(motivisanost) suprotni polovi. Sagorevanje uzrokuje smanjivanje i gubitak motivacije. Posao nastavnika je stresan, a procenat sagorevanja je veći u odnosu na druge profesije. Nastavnici u Srbiji žive i rade u posebnoj društvenoj atmosferi u kojoj zajedno sa drugim radnim stanovništvom dele težak opšti položaj. U takvom stanju nastavnici u Srbiji su se susreli sa još jednom poteškoćom – ubrzanom realizacijom nastave na daljinu, tokom vanrednog stanja, za vreme karantina. Ovim istraživanjem pokušali smo da odgovorimo na sledeća pitanja: 1) Da li je u vreme karantina došlo do disbalansa između resursa i zahteva? 2) Da li se mogu uočiti veze između tog disbalansa i sagorevanja? 3) Kako nastavnici rangiraju značaj uzroka i posledica sagorevanja za vreme karantina? Ovo kvalitativno istraživanje je sprovedeno sa dve fokus grupe; po 10 nastavnika gimnazije, odnosno osnovne škole. Izbor je obavljen na dobrovoljnoj bazi uz preduslov da su nastavnici najpre učestvovali u evaluativnom anketiranju "Trenutno stanje u onlajn nastavi u Srbiji i regionu" Obrazovno kreativnog centra Bor, marta/aprila 2020. godine. Analiza sadržaja je ukazala na porast zahteva u odnosu na resurse, na postojanje veze između te neravnoteže i sagorevanja, kao i na postojanje jedinstvene hijerarhije uzroka i posledica, među kojima su gubitak motivisanosti i pad nivoa radnog angažmana. Zato je jako važno da nakon takvog iskustva, a uoči definisanja obrazovne strategije 2030, kretori i nosioci obrazovne politike imaju na umu ove rezultate, kako bi preduzimali mere obrazovne politike na način kojim se umanjuje mogućnost profesionalnog sagorevanja, jer ono utiče na motivaciju nastavnika a posredno i na motivaciju učenika. ; The aim of this paper is to draw the attention of the creators of educational policy, and society in general, to emergence and development of the phenomenon of professional burnout of teachers in the social context of modern Serbia, during the quarantine period. The theoretical framework is the so-called JD-R (Job Demands-Resources) model, according to which burnout and work engagement (motivation) are at the opposite poles. Burnout causes a decrease and loss of motivation. Teaching is stressful, and the percentage of burnout is higher compared to other professions. Teachers in Serbia live and work in a special social atmosphere in which they share a difficult general position with the rest of the working population. In such a situation, teachers in Serbia encountered another difficulty - the accelerated implementation of distance learning in a state of emergency during quarantine. With this research, we tried to answer the following questions: 1) Was there an imbalance between job demands and resources during quarantine? 2) Is the relation between such imbalance and burnout noticeable? 3) How do teachers rank the significance of causes and consequences of burnout during quarantine? This qualitative research was conducted with two focus groups consisting of 10 highschool teachers in one and 10 primary-school teachers in the other group. The selection was made on a voluntary basis. However, it was recommended that the teachers had first participated in the evaluation survey "Current situation in online teaching in Serbia and the region", conducted by Educational and Creative Centre Bor, in March / April 2020. Content analysis indicated an increase of imbalance between job demands and resources, a link between such imbalance and burnout, and a unique hierarchy of causes and effects, including loss of motivation and declining levels of work engagement. For this reason, it is very important that after such experience, and before defining the 2030 educational strategy, creators of educational policy keep in mind these results so as to take educational policy measures in a manner which shall reduce the possibility of burnout because it affects teacher motivation and, indirectly, student motivation, as well. ; Knjiga rezimea, 25. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa" ; Book of abstracts / 25th International Scientific Conference "Educational Research and School Practice"
Istraživanje je podstaknuto učestalom pojavomdemotivisanosti za učenje kod gimnazijskih maturanata,koja je primetna u proteklim godinama. Cilj istraživanja je da se rasvetle upravo ovi činioci demotivisanosti. U okviru kulturno-psihološkog i sociološko teorijskog okvira ovog istraživanja motivacija se opisuje kao proces u kom se susreću karakteristike konteksta i karakteristike osobe. Кao važni činioci motivacije za učenje prepoznaju se percepcija instrumentalnosti i upotrebne vrednosti učenja i znanja i perspektiva budućnosti. Poseban značaj imaju karakteristike konteksta u kom se uči, tj. način na koji su učenici podstaknuti da veruju da je ponašanje u sadašnjosti (učenje i postignuće) svrsishodno za postizanje budućih ciljeva. U ovom kvalitativnom istraživanju postavljena su sledeća istraživačka pitanja: 1) Na koje načine učenici vide upotrebnu vrednost učenja i postignuća za budućnost? 2) Šta učenike navodi na određene perspektive budućnosti? Sprovedene su dve fokus grupe sa 20 maturanata dve beogradske gimnazije. Odabrani su učenici kod kojih je primećen pad i u motivaciji za učenje i u postignuću, u prvom polugodištu četvrtog razreda. Analiza sadržaja odgovora ukazuje na sledeće:1) učenici ne prepoznaju znanja i postignuća kao instrumente društvene promocije, jer kako navode, ima drugih načina koji su lakši i brži; 2) mogućnost da se uslov za upis na fakultet obezbedi posredstvom prijemnog ispita, kao i izvesnost upisa na privatne fakultete i pre završene školske godine, školsko postignuće spušta na listi prioriteta; 3) statusna hijerarhija nije hijerarhija znanja i veština. Na najvišim položajima nisu ljudi koji najviše znaju ili umeju. Može se zaključiti da se sa društvenim promenama menja i perspektiva budućnosti učenika što negativno utiče na motivisanost za učenje.Stoga je pri planiranju obrazovnih politika važno da budu prepoznati kontekstualni činioci motivacije za učenje, ali je neophodno i da svi učesnici budu angažovani u kreiranju nove obrazovne stvarnosti. ; The research was stimulated by the frequent occurrence of demotivation for learning among high school graduates, which has been noticeable in recent years. The aim of the research is to clarify these particular factors for demotivation. Within the cultural-psychological and sociological theoretical framework of this research, motivation is described as a process in which characteristics of a context and characteristics of personality meet. Perception of instrumentality and use value of learning and knowledge, as well as perspectives in future, are recognized as important factors of motivation for learning. Characteristics of the context in which learning is conducted, ways by which students are encouraged to believe that their behaviour in the present (learning and achievement) is meaningful for achieving future goals, are in focus. In this qualitative research, the following research questions were asked: 1) do the students see the use value of learning and achievement for the future? 2) What leads students towards certain perspectives of the future? Two focus groups were conducted with 20 high school graduates from two Belgrade high schools. The students who demonstrated a decline both in motivation for learning and achievement in the first semester of the 4th grade, were selected. Analysis of the content of the answers provides the following insights: 1) the students do not recognize knowledge and achievements as instruments of social promotion, because, as they say, there are other ways that are easier and faster; 2) with the possibility for enrolment through the entrance exam and enrolment to private faculties even before the end of the school year, the school achievement loses priority; 3) the status hierarchy is not a hierarchy of knowledge and skills. People with great knowledge and skills are not in the highest positions in society. It can be concluded that with the social changes, the students' perspective of the future also changes, which negatively affects the motivation to learn. Therefore, when planning educational policies, it is important to recognize the contextual factors of motivation for learning, as well as the engagement of all participants in creating a new educational reality. ; Knjiga rezimea, 25. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa" ; Book of abstracts / 25th International Scientific Conference "Educational Research and School Practice"
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"
26. jula 1963. godine katastrofalni zemljotres u Skoplju u kome je stradalo mnoštvo Ijudskih života i porušen ogroman broj zgrada, teško je pogodio i članove skopske Jevrejske opštine, a opštinsku zgradu demolirao i onemogućio njeno korišćenje. Zahvaljujući udruženim naporima i moralnoj podršci društveno-političkih faktora grada Skoplja, Saveza jevrejskih opština Jugoslavije, kao i jevrejskih međunarodnih humanitarnih organizacija i zajednica, jevrejska zajednica u Skoplju dobila je ponovo svoj dom, Jevrejski dom "dr Albert Vajs". Njegovo svečano otvaranje obavljeno je 11. oktobra 1966. godine, kao jedno od niza svečanosti organizovanih na dan jubilarne 25-godišnjice ustanka makedonskog naroda protiv fašističkog okupatora. Time su simbolizovani nastavak i obnavIjanje kontinuiranog rada ove Opštine i njena utkanost u kulturnu, političku i ekonomsku istoriju grada Skoplja. ; On July 26, 1963, the disastrous earthquake in Skoplje, which caused many human losses and destroyed the better part of the town, hit severely the members of the Jewish Community and demolished the Community building which had to be put out of use. Due to the united efforts, the moral and material assistance tendered by the social-political organizations of the city of Skoplje, the Federation of Jewish Communities in Yugoslavia, as well as by Jewish international humanitarian organizations and Jewish communities, the Skoplje Jewish Community received again its Home, the "Dr Albert Vajs Community Centre". The inauguration ceremony took place on October 11, 1966, in the frame of the celebrations honouring the 25th anniversary of the Uprising of the Macedonian people against the fascist occupation forces. This symbolized the continuation and renewal of this Community's activities and her kinship with the cultural, political and economic history of the City of Skoplje. ; Während seiner jahrzehnten langen Zrenjaniner und Banater Heimatforschungen wurde der Publizist und Historiker-Amateur Dragoljub Čolić (1908-1982) am meistens mit der Vergangenheit der jüdischen Volksgemeinschaft in diesem Gebiet beschaftigt. Er sammelte eifrig die auf die Banater Judentum bezüglichen historischen Quellen, sowie mundlichen Zeugnisse seiner jüdischen Mitbürgern; er verfasste verschiedenen statitischen auf die Juden betreffenden Übersichten und Listen, sowie zahlreiche Werke uber das Zrenjaniner und Banater Juden. In diese riesigen Forschungs- und Schaffungsprozessen, trat Čolić in Verbindung mit den bedeutenden gleichgesinnten und gleichwirkenden Personlichkeiten des judischen kulturellen und öffentlichen Lebens, nicht nur in Jugoslawien, sondern auch im Ausland (Israel). Aus dieser Kontakten entwickelte sich eine rege, inhaltsreiche und regelmaßige Korrespondenz, die heute innerhalb Čolić'schen Nachlass im Historischen Archiv Zrenjanin aufbewahrt ist (Archivbestand Nr. 667). Er wechselte Briefe mit dem Verein der jüdischen Kultusgemeinden Jugoslawiens, ferner mit Kuratorin des Jüdischen historischen Museum in Belgrad Vidosava Nedomački, sowie mit Yakir Eventov und Zwi Asaria aus Israel. Alle bis heutzutage hintergebliebenen Briefe zeigen eine rastlose und unermudliche Forschung- und Schaffungsnatur, sowie ein unerschopfendes Enthusiasmus für die Geschichte der Banater Juden, deren entsprechende Anerkennung jedoch bis heute ausgeblieben ist und deren Fruchte leider wenig bekannt und sehr unterschatzt sind. Deswegen ist die Herausgabe von Čolić'schen sehr interessanter jüdischen Korrespondenz, womit jüdische Kultusgemeinde in Zrenjanin ein Vierteljahrhundert-Jubilaum ihrer 1994-er Erneuerung feiert, nur ein Pladoye für die Veröffentlichung seiner sammtlichen Werken über die hiesigen Juden. Zweifellos wurde damit die große Lücke in ihrer Heimatgeschichte ausgefüllt worden sein.
Ovo empirijsko istraživanje zasnovano je na analizi literature koju je sproveo Stergiou (2017). Cilj istraživanja usmeren je na merenje kvaliteta obrazovnog rada, nastavnog materijala i aktivnosti univerzitetskih nastavnika u Grčkoj, na osnovu povratnih informacija dobijenih od njihovih diplomiranih studenata. U istraživanju je primenjen upitnik. Uzorak se sastojao od 388 diplomaca, studenata ASPETE programa iz Soluna, akademske 2017/2018. i 2018/2019. Godine. Ispitanici su, pored svojih deklarisanih demografskih karakteristika, na skali od pet tačaka davali odgovore za svaku od 27 stavki koje opisuju aspekte kvaliteta obrazovnog rada, nastavnog materijala i aktivnosti, kao i nastavnih metoda svojih univerzitetskih nastavnika (1 – nimalo; 2 – veoma malo; 3 – prilično; 4 – mnogo; 5 – veoma mnogo). Rezultati pokazuju da diplomci smatraju kako njihovi univerzitetski nastavnici dobro poznaju sadržaj kurseva, te da su dosledni tokom predavanja (praćenje rasporeda i zadovoljavajuća priprema). Studenti su dali prosečne ocene svojim nastavnicima u 20 od 27 kriterijuma kvaliteta univerzitetskog nastavnika. Nastavnici su ocenjeni ispod proseka za organizaciju aktivnosti čiji je cilj aktivno učešće studenata u radu u učionici, davanje uvoda i rekapitulacija nastave u učionici, povezivanje nastavnih metoda sa profesionalnim okruženjem (sa tržištem rada), povezivanje sadržaja izučavanih kurseva sa drugim kursevima i korišćenje radnih resursa (npr. radnih listova, pokaznog materijala) koji olakšavaju učenje. Faktorska analiza pokazala je da sva pitanja imaju visoko opterećenje na jednoj faktorskoj osi – univerzitetskoj pedagogiji (F1, Kronbah α = 0,947, 42% ukupne varijanse), dok su dve druge ose specijalizovane za konkretna polja: jedna za savetodavno-mentorsku ulogu univerzitetskog nastavnika (F2, Kronbah α = 0,879, 24% ukupne varijanse), a druga za nauku i stručnost (F3, Kronbah 0,741, 13% ukupne varijanse). Hijerarhijskom klaster analizom izdvojile su se četiri grupe diplomaca. Prva (C1) obuhvata 16,8% uzorka, druga (C2) 33%, treća (C3) 41,5% i četvrta (C4) 8,8% diplomaca. Klaster C1 sastoji se od pojedinaca koji vrednuju pedagošku kompetenciju i pedagoško obrazovanje svojih univerzitetskih nastavnika, kao i njihovu primarno naučnu orijentaciju i profesionalizam, dok u potpunosti negiraju njihovu mentorsko-savetodavnu ulogu. Grupu C2 čine diplomirani studenti koji u dovoljnoj meri uvažavaju mentorsko-savetodavnu ulogu svojih nastavnika, ali imaju negativno mišljenje o njihovim pedagoškim i didaktičkim aspektima. Diplomci koji pripadaju C3 grupi daju prosečnu ocenu kako pedagogiji nastave i pedagoškom obrazovanju svojih nastavnika, tako i njihovoj primarno naučnoj orijentaciji i profesionalizmu, dok misle da njihovi nastavnici nisu uspeli u svojoj mentorsko-savetodavnoj ulozi. Najzad, najmanji klaster C4 čine diplomci koji iako smatraju da pedagogija nastave i nastavne veštine njihovih nastavnika nisu adekvatne i ne veruju u njihove naučne veštine i profesionalizam, ipak prepoznaju njihov skroman doprinos kao savetnika i mentora koji su im pomogli da steknu predstavu o profesiji kojom bi želeli da se bave i da se tome prilagode. Rezultati istraživanja pokazuju da većina studenata daje nisku ocenu nastavnicima grčkih univerziteta u gotovo svim aspektima univerzitetske pedagogije, što ukazuje na odsustvo pedagoških i didaktičkih veština nastavnika. Ovaj rezultat je očekivan, zbog nepostojanja kvalifikovane obuke za nastavnike. To, zapravo, uopšte nije preduslov za započinjanje akademske karijere i ne postoji akademska ustanova koja bi im omogućila da steknu pedagoške i didaktičke kompetencije. Usaglašenost sa dobrom praksom drugih evropskih zemalja trebalo bi da bude strateški izbor obrazovne politike u cilju modernizacije grčkih univerziteta u ovoj oblasti i da se to čini sveobuhvatnije i efikasnije. ; This is a questionnaire based empirical research designed to measure the quality of educational work, teaching material and activities of Greek University teachers, based on their graduates' feedback. The sample consisted of 388 graduates, all students of the ASPETE programs of Thessaloniki, for the academic years 2017-2018 and 2018-2019. The subjects, in addition to their declared demographic characteristics, answered, on a five-point scale (1 – not at all, 2 − very little, 3 − quite, 4 − much, 5 − very much), the 27 items (criteria) describing the aspects of educational work quality, teaching material and activities and teaching methods of their academic teachers. Results showed that graduates perceive that their academic teachers had a good knowledge of the courses content and they were consistent during teaching courses (timetable observation and satisfactory preparation). Students gave moderate scores to their teachers in 20 out of the 27 quality criteria of an academic teacher. Teachers were rated below average in the organization of activities aiming at actively involving the students in the classroom, providing them with the introduction and recapitulation of their classroom teaching, linking their teaching methods to the professional environment (the labour market), linking the content of the studied courses with other courses and the use of labour resources (e.g. worksheets, demonstration materials) that facilitate learning. Factor analysis showed that all questions were highly loaded on one factorial axis, University Pedagogy (F1, Cronbach's α = 0.947, 42% of the total variance), while the two other axes were specialized in the fields, one in the Advisory- Mentor Role of the academic teacher (F2, Cronbach's α = 0.879, 24% of the total variance) and the other in Science and Professionalism (F3, Cronbach's 0.741, 13% of the total variance). Hierarchical Cluster Analysis highlighted four groups of graduates. The first (C1) includes 16.8% of the sample, the second (C2) 33%, the third (C3) 41.5% and the fourth (C4) 8.8% of the graduates. Cluster C1 consists of individuals who appreciated the value of pedagogical competence and teaching training of their university teachers as well as their scientific background orientation and professionalism while their mentoring-advisory role was completely deprecated. C2 consists of graduates who, while appreciating enough the mentor-advisory role of their teachers, have a negative view of their pedagogical and didactic training. C3 grades moderately both the teaching pedagogy and teaching training of their university teachers as well as their scientific background orientation and professionalism, while they think that their teachers have failed their mentor-advisory role. Finally, the smallest cluster C4, although it considers teaching pedagogy and teaching skills of their teachers inadequate, and does not believe in their science skills and professionalism, it recognizes a modest contribution as advisors and mentors who helped them get an idea of the profession they would like to follow and adapt to it. In conclusion, Greek university teachers are low-rated by the majority of students in almost all aspects of University Pedagogy, indicating the absence of their pedagogical and didactic training skills. This result was expected, due to absence of qualified teacher training. Indeed, it is not a prerequisite for entering the academic career and there is no academic institution offering them pedagogical and didactic competence. The compliance with good practices from other European countries should be a strategic educational policy choice in order to modernize Greek universities in this area and to do so more comprehensively and effectively. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"
U sklopu internacionalizacije političke podrške porodici i roditeljstvu značajna uloga pripada međunarodnim organizacijama, kao što su Svetska banka, Organizacija za ekonomsku saradnju i razvoj i Evropska unija. Cilj ovog rada predstavlja analiza konceptualizacije roditeljstva u zvaničnim dokumentima i relevantnim publikacijama ovih organizacija u poslednje dve decenije, kao i njene pedagoške implikacije razmatrane sa stanovišta kritičke teorije. Metodom analize sadržaja u istraživanju je utvrđeno da se roditeljstvo konceptualizuje kao skup veština usmerenih na postizanje predvidivih ishoda dečjeg razvoja. Roditeljske veštine sagledavaju se kao jedna vrsta socijalne investicije. Ulaganje u učenje roditeljskih veština donosi dugoročne koristi pojedincima i društvu koje prevazilaze inicijalne troškove. Iako se teorijska orijentacija ne eksplicira u međunarodnoj političkoj agendi, jasno se može zaključiti da je zasnovana na postavkama teorije ljudskog kapitala. Na osnovu obavljenog istraživanja može se konstatovati da roditeljska uloga u pomenutoj agendi ima ključni značaj u obezbeđivanju podsticajne sredine za učenje deteta i njegov ukupni budući prosperitet, nezavisno od sistemskih ili strukturnih karakteristika društva. Ona je višedimenzionalna i može se opisati kao: (a) instrumentalna, jer predstavlja ključni faktor rešavanja društvenih problema velikih razmera; fokus nije na inherentnoj vrednosti "biti roditelj", već na funkcionalnoj vrednosti – "obavljati posao roditelja"; (b) globalno normativno određena u smislu "pozitivnog" ili "dobrog" roditeljstva i (c) suštinski vulnerabilna, što znači da je svim roditeljima potrebna određena vrsta ekspertske podrške, a ne samo targetiranim grupama. Sa stanovišta kritičke teorije, pedagoška kritika ovih postavki dovodi u pitanje tendenciju instrumentalizacije, dekontekstualizacije i "profesionalizacije roditeljstva". ; Within internationalization of political support to family and parenting, significant role belongs to international organizations such as the World Bank, the Organization for Economic Co-operation and Development and the European Union. The goal of this paper is the analysis of parenting conceptualization in official documents and relevant publications of these organizations. The parenting is conceptualized as the set of skills directed to fostering the predictable outcomes of children's development. The parenting skills are perceived as a type of social investment. The investment into learning parenting skills brings long-term benefits both to individuals and society, which surpass the initial costs. The significance of parenting competences is of a special importance in the period of early childhood and adolescence for two reasons. The first one is that there are critical periods in encouraging development of certain outcomes in children, and the second one is cumulativeness of learning process due to which the missed opportunities may decrease efficiency of future learning during life cycle. It is viewed that the parenting role is of crucial significance in providing a stimulating environment for a child's learning and his/her comprehensive future prosperity regardless of the system or structural characteristics of a society. It is multidimensional and can be described as: (a) instrumental, since it represents the key factor in resolving large-scale social problems. The focus is not on inherent value of "being a parent" but on functional value – "performing a job of a parent"; (b) normatively specified on the global level in the sense of "positive" or "good" parenting and (c) essentially vulnerable, which means that all parents need a certain type of professional support and not only the targeted groups. Pedagogical critique of these postulates questions the tendency of instrumentalisation, de-contextualization and "professionalization of parenting". ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"
Jevrejski istorijski muzej (JIM) u Beogradu predstavlјa jednu celovitu, po mnogo čemu jedinstvenu muzejsku ustanovu u Srbiji. To je jedini jevrejski muzej u našoj zemlјi, tematski specijalizovan, a sadržajno veoma kompleksan. Osim muzejskog materijala, Jevrejski istorijski muzej ima sopstveni, srazmerno veliki arhiv čija dokumentacija i foto-dokumentacija svedoči kako o Holokaustu, u kojem su mnoge jevrejske opštine bukvalno nestale, tako i o životu i aktivnostima jevrejskih zajednica iz Srbije i sa teritorije cele bivše Jugoslavije u 19, još više 20. veku, uklјučujući i savremene periode. Jevrejski istorijski muzej je osnovan 1948. godine u okviru Saveza jevrejskih opština bivše Jugoslavije. Zanimlјiva je činjenica da je ideja o osnivanju muzeja ovakvog tipa mnogo starija. Već posle prvog Redovnog kongresa Saveza jevrejskih veroispovednih opština Kralјevine Srba, Hrvata i Slovenaca održanog 1921. godine u Zagrebu, bilo je predloga i planova za stvaranje muzeja - pravog mesta za čuvanje jevrejske baštine i kulturnog identiteta. Ipak, ova ideja nije ostvarena. Imajući u vidu Drugi svetski rat i događaje koju su usledili počev od 1941. godine u Jugoslaviji, sa ove vremenske distance, može se slobodno reći da je ״sreća u nesreći" što jevrejski muzej nije tada osnovan. Pošto je uspeo da se obnovi, kao vodeća institucija preživelih jevrejskih opština oslobođene Republike Jugoslavije, Savez se, u jesen 1945. godine, obratio svojim članicama sa molbom da prikupe sve raspoložive podatke o Holokaustu i učešću Jevreja u Norodnooslobodilačkoj borbi. Bio je to prvi, ali sasvim konkretan korak ka muzeju. Relativno brzo, u Zagrebu je formiran Muzejsko-istorijski odsek u okviru Pravnog odelјenja Saveza. Otpočelo je sistematsko traganje za sačuvanom arhivskom građom. Godine 1952. do tada sakuplјena građa je preselјena u Beograd, kada se nastavilo sa traganjem i sakuplјanjem. ״Odsek" je počeo da se razvija u pravcu kompletne muzejske ustanove. Te 1952. godine, organizovana je izložba povodom otkrivanja impresivnog spomenika Bogdana Bogdanovića na sefardskom groblјu u Beogradu, posvećenog jevrejskim žrtvama Holokausta. Povodom obeležavanja desetogodišnjice obnove, Savez je 1955. postavio još jednu izložbu o radu celokupne jevrejske zajednice u tadašnjoj Jugoslaviji. Za sve to vreme, kao osnivač i vlasnik Muzeja, Savez je bio u stalnom kontaktu sa svim svojim jevrejskim opštinama, obnovlјenim posle neviđenog stradanja 1941-1945. godine. Za zajednički Muzej i dalјe su stizali materijali koji su se odnosili na istoriju jugoslovenskih Jevreja. Pozivu Saveza su se odazivali i pojedinci, preživeli Jevreji koji su donosili poneki predmet ili porodične fotografije, kolekcionari čije su zbirke opstale sakrivene, i drugi . Mnogi su Muzeju zaveštali predmete iz porodičnih kuća od istorijskog, etnološkog ili umetničkog značaja, a povremeno je vršen i otkup eksponata, u zavisnosti od trenutnih uslova. Počev od datuma osnivanja, pa do 1959. godine, sakuplјen je muzejski i arhivski materijal, dovolјan da se iste godine otvori lepa, slikovita - prva stalna, muzejska postavka. Na dan 19. maja 1960. godine, za javnost je otvoren Muzej Saveza jevrejskih opština Jugoslavije, u istoj zgradi u kojoj je i Savez. Posle izvesnog vremena, naziv muzeja je preinačen u Jevrejski istorijski muzej (JIM), što mnogo više odgovara njegovoj nameni i sadržaju. Sa sakuplјanjem i stručnom obradom materijala se nastavilo, pa je 1969. godine otvorena druga stalna postavka Jevrejskog istorijskog muzeja, znatno bogatija i izražajnija. Za njenu koncepciju je bila zaslužna prof. dr Vidosava Nedomački, prvi upravnik Muzeja. Posle raspada Jugoslavije 1992. godine, formiran je Savez jevrejskih opština Srbije u kojem se okupilo deset jevrejskih opština, koliko ih ukupno ima u našoj zemlјi. Status Jevrejskog istorijskog muzeja ostao je isti - on je deo Saveza jevrejskih opština Srbije. Iako je u sastavu Saveza, Muzej se razvio u instituciju za sebe, sa svojim specifičnim životom, svojom stručnom ekipom i svojim poslovnim kontaktima sa drugim muzejima. S obzirom na to da je stalna izložbena postavka Muzeja otvorena mnogo pre raspada Jugoslavije, ona se bavi istorijskim, etnološkim i opštekulturnim temama vezanim za jevrejstvo celokupnog nekadašnjeg jugoslovenskog područja. Usled teških političkih i ekonomskih problema koji su, počev od 1992. godine pritiskali našu zemlјu, Srbiju, nisu se zasad stekli uslovi za izradu nove, drugačije koncipirane postavke. Međutim, ako imamo u vidu činjenicu da su Jevreji ovog dela Balkana imali zajedničku istoriju i kulturna obeležja - onda je neizbežno da i koncept nove postavke zadrži, bar delimično, širi pristup u svojoj budućoj prezentaciji. Zbog svega toga, a i zahvalјujući složenoj i veoma suptilno osmišlјenoj koncepciji, realna starost stalne izložbene postavke Jevrejskog istorijskog muzeja nikome ne smeta, jer ne utiče na izvanredan kvalitet informacija o jevrejskoj istoriji i načinu života. ; The Jewish Historical Museum (JHM) in Belgrade is a comprehensive and, in manу ways, a unique museum in Serbia. It is the only Jewish museum in the country, thematically specialized, and very complex in terms of contents. Apart from museum exhibits, the Jewish Historical Museum also has its own, relatively large, archives whose documentation and photo documentation are testimony both of the Holocaust, during which manу Jewish communities literally perished, and of the life and activities of Jewish communities from Serbia and the whole territory of former Yugoslavia during the 19th and, even more, the 20th century, including the present times. The Jewish Historical Museum was founded in 1948, as part of the Federation of Jewish Communities of Yugoslavia. It is interesting to note that the idea of founding a museum of this type dates much further back. Already after the First Congress of the Federation of Jewish Religious Communities of the Kingdom of Serbs, Croats and Slovenes, held in 1921 in Zagreb, there were recommendations and plans concerning the foundation of such a museum as the right place to preserve the heritage and cultural identity. Yet, the idea had not materialized. Having in mind the World War II and the events that followed from 1941 in Yugoslavia, from this time perspective one could say that it is, in fact, a lucky coincidence that the Jewish museum had not been founded at that time. After the Federation managed to revive itself as the leading institution of the surviving Jewish communities of the liberated Republic of Yugoslavia, in autumn of 1945, it invited its members to collect all data available about the Holocaust and the participation of Jews in the National Liberation Movement. This was the first and very specific step towards founding a museum. Relatively soon afterwards, the Museum - Historical Department was established in Zagreb within the Legal Division of the Federation. Systematic efforts to identify and preserve the archives began. In 1952 all the archives collected until that time were moved to Belgrade, and the search and collection efforts continued. The ״Department" was beginning to develop towards a full museum institution. The same уеаг, 1952, an exhibition was organized on the occasion of launching the impressive monument by artist Bogdan Bogdanovic at the Sephardic cemetery in Belgrade, dedicated to the Jewish victims of the Holocaust. On the occasion of commemorating the tenth anniversary of its revival, in 1955, the Federation staged another exhibition on the topic of activities of the whole Jewish community in the then Yugoslavia. During that period, the Federation, as the founder and owner of the Museum, was in permanent contact with all the member Jewish communities that were revitalized after the unprecedented persecution during the period 1941-1945. The Museum continued to receive materials relevant to the history of Yugoslav Jews. The individual, surviving Jews also responded to the invitation of the Museum and contributed individual exhibits and family photographs, and there were contributions from collectors whose collections were hidden and preserved, and others as well. Маnу of them made legacies to the Museum containing artefacts from their families and homes, and these legacies possessed historical, ethnological and artistic value; also depending on its resources available the Museum on occasions also purchased exhibits. From its very establishment, until the уеаг 1959, the Museum had managed to collect sufficient museum and archive materials to establish that same уеаг a good and picturesque permanent museum exhibition. On 19 Мау 1960, the Museum of the Federation of Jewish Communities of Yugoslavia was opened to the public, in the same building which presently houses the Federation. Soon afterwards, the name of the Museum was changed to The Jewish Historical Museum (JHM), which is much better suited to its purpose and content. The collection and professional processing of collected materials continued, so that in 1969 the second permanent exhibition of the Jewish Historical Museum, much richer and more expressive, was presented. The credit for its concept goes to Vidosava Nedomacki, Ph.D., the first Museum Manager. After the disintegration of Yugoslavia in 1992, The Federation of Jewish Communities of Serbia was established, consisting of ten Jewish communities, which is the total existing in our country. The status of the Jewish Historical Museum remained unchanged - it is an integral part of the Federation of Jewish Communities of Serbia. Although existing within the framework of the Federation, the Museum developed into an institution of its own right, living its own specific life, its professional team and business contacts with other museums. Since the permanent exhibition of the Museum was opened long before the disintegration of Yugoslavia, it deals with the historical, ethnological and general cultural topics relevant to the Jewery of the overall then Yugoslav region. Due to the grave political and economic difficulties which, beginning in 1992, overwhelmed our country, Serbia, it has not yet been possible to develop a new, differently designed museum exhibition. However, having in mind the fact that the Jews from this part of the Balkans have had a common history and cultural features - it is unavoidable that the concept of such a new exhibition should maintain, at least partially, a more comprehensive approach to such a presentation which will develop in the future. For all of these reasons, and thanks to the complex and subtly designed concept, the actual age of the permanent exhibition of the Jewish Historical Museum does not bother аnyone, as it does not have an impact on the excellent quality of information regarding Jewish history of the way of life. ; 2. dopunjeno izdanje (2nd enlarged edition). ; Uporedo srpski tekst i engleski prevod. ; Ilustracija za korice knjige: Tora i jad - pokazivač za tekst Tore iz Judaika zbirke Jevrejskog istorijskog muzeja (motive for the cover page: The Torah scroll with a Torah pointer from the Judaica collection of the Jewish Historical Museum).
The author describes the basic features of the work in the Journalistic Workshop as a specific format of promoting journalistic knowledge and skills. After the two-year collaboration of three generations of young journalists with a group of Croatian and foreign media experts, a survey was conducted about the usefulness of this Workshop. The results are included in this article. The central conclusion is that a big majority of the participating journalists highly appreciated the knowledge gained through it. Particularly encouraging is the fact that most respondents have been able to use this knowledge regardless of the type of media they are working for (whether those state-controlled or opposition-controlled). The participants think that the responsibility for the impossibility of using the professional standards in journalism lies with "editors afraid of any changes" or "owners weary of any changes". The respondents included young journalists with little work experience, mostly undergraduates. These facts are significant for their attitudes about the professional training within the Workshop or some other form of training. All of them want to learn and enhance their professional expertise. Also, the Workshop served as an incentive for the participants: after the three-month journalistic training, eight of them enrolled at the Faculty of Political Science, Department of Journalism. (SOI : PM: S. 227)
The author analyses the relationship among atomism, pluralism, and democracy from the standpoint of contemporary Rawlsian and Kafkian theory of justice. The author views fairness and justice as forms of substituting democratic decision-making in multicultural communities. (SOI : S. 143)
