Suchergebnisse

The educational process is one of the most complex service-oriented social activities. In education, clients are not just students, but their parents, the local community, the economy, and the wider social community. Therefore, in countries with a significant degree of democracy, education is of great importance because the progress of every social community depends on quality assurance in education. It is well known that 90% of a school's quality of work is its competent employees (Ender, 2000). This points to the importance of those who guide, educate, encourage, monitor, and evaluate students. This paper deals with the status of educational management in Bosnia and Herzegovina (BH) from the point of view of the educational complex structure in BH, legislation, with a focus on the position of the heads of school institutions. Conclusions are based on theoretical considerations of research in the field of education management outside and within BH. In the end, based on the results of positive local practice, we indicate ways to improve the state of educational leadership, as well as education and continuous professional development of the directors of the school institutions in BH. Based on these considerations, a list of priorities for thematic areas for director training is proposed. ; Collection name: "PEDAGOGICAL THEORY AND PRACTICE" 49

We are witnessing the emergence of private universities "like mushrooms after rain". It is more than clear that they are not well met by state universities. Bosnia and Herzegovina is a very fertile ground for setting this palette of problems in the educational focus of interest of the public, because there are no competent ministries of education at the state level. There isframework lawon the state level but nothing exists anywhere along the vertical axis. This produced distortion of the quality and reputation of higher education. In this paper a survey among teachers and students of private and stateuniversitywas conducted and has shownthat there are differencesin opinionsof respondentsin some respectsregarding the quality of work. The solution would be replacing the stereotypical opinions about the differences between private and public universities and entirely rotating them toward a new, living approach to ensuring quality of education.

The role and significance of Mathematics in human life is very important and holds a special place in development of contemporary society. Creativity in Mathematics teaching largely depends on Mathematics teacher. Teacher is the one who creates emotional environment in the classroom and it is expected from him/her to create with the students a relationship of trust and mutual responsibility for the success of conducting the teaching process. Students need to be interested and activated to individually solve tasks and find solutions to set Mathematical problems, to solve tasks in different ways using various methods, so that everybody can find a way of coming to a solution. This is easy to say. In any case, creativity as a competence holds a significant place in the set of key life competencies. Only teachers can answer questions whether Mathematics classes are creative, interesting, or acceptable for students. This paper will contain certain theoretical viewpoints about creativity in general, creative Mathematics teaching, relation towards creativity at school and outside. Research has shown that examinees (teachers of class and subject teaching in elementary and secondary schools) believe that they did not receive a good background during their university studies for strengthening teaching creativity. It transpired that creativity, as opposed to student and teacher, is appreciated less at the school and education system levels. Teachers (of all levels) have shown high level of agreement regarding the need for turnover in relation to creativity in Mathematics teaching, which would guarantee increase of interest of students for Mathematics.

Creating an environment for more efficient university education is closely related to effective planning, conducting and continuous improvement of realization of professional orientation program for students in elementary and secondary schools. The lack of personal vision of professional development for students in elementary and secondary schools, even several months before applying at university is defeating for the inputs in the process of higher education. The aim of this research was to evaluate the opinion of examinees – secondary school graduates (comprehensive schools, technical schools and those affine) – on issues regarding their intentions and decisions about continuing education, and to determine how these decisions were made. The analysis of gathered data revealed that the continuing of their education is not in sufficient accordance with their choice of secondary school. The results showed that the choice of current school and professional orientation program for students in elementary and secondary schools is not in accordance with their decision-making regarding continuing education at the university.