Suchergebnisse

U radu se razmatra pitanje potrebe i mogućnosti razvijanja saradničkih i partnerskih odnosa između članova školskog kolektiva i između škole i pojedinaca i institucija u lokalnom i širem društvenom okruženju. Saradnja između članova školskog kolektiva i između škole i okruženja je preduslov, ali i pokazatelj kvaliteta školskog rada izraženog u učeničkim postignućima. Pretpostavke uspostavljanja i razvijanja saradničkih odnosa u školi i između škole i okruženja, pored stručne osposobljenosti potencijalnih saradnika, odnose se na odgovarajuću unutrašnju strukturu i organizaciju školske institucije, kao i na podržavajuća zakonska i programska rešenja školskog rada. Kao najviši kvalitativni oblik saradničkih odnosa, u školi se može razvijati partnerstvo između članova školskog kolektiva. Specifična značenja partnerskog odnosa između učenika i nastavnika s jedne strane i nastavnika i pedagoga s druge strane objašnjena su u radu pomoću analize sadržaja pojmova ravnopravnost odnosa i autoritet znanja i sposobnosti koji se često navode kao osnovne odlike partnerskog odnosa, kao i na primeru pedagoško-instruktivnog rada koji čini osnovu saradnje pedagoga sa nastavnicima. ; This paper discusses the needs and opportunities for developing collaborative and partnership relations between school staff members and between schools and individuals and institutions at the local and wider community. Cooperation among the school staff and between school and the environment is a prerequisite, but an indicator of the quality of school work is expressed in the students' achievements. Assumptions of establishing and developing the cooperative relations in the school and between schools and the environment, in addition to professional qualifications of potential candidates, refer to the appropriate internal structure and organization of academic institutions, as well as supportive legislation and software solutions of school work. As the highest quality form of associations, the school can develop a partnership between school staff members. The specific meaning of a partnership between students and teachers on the one hand and teachers and educators on the other hand explained by analyzing the contents of concepts gender relations and the authority of knowledge and skills that are often cited as the main characteristics of a partner ship as well as example of, the authors, the pedagogical and instructional work, which forms the basis of cooperation between educators and teachers.

Rad obuhvata prikaz i analizu stanja školskog sistema u Srbiji u protekle dve decenije, kao i sagledavanje pravaca daljeg razvoja obrazovanja. Navođenjem osnovnih odlika stanja u oblasti obrazovanja u periodu od 1990. do 2000. godine, u radu se objašnjavaju polazne osnove, tok i efekti reformskih procesa u obrazovanju koji su se od 2000. godine odvijali kao deo složenog procesa reforme društva u celini. Implementacija planiranih promena i ostvareni rezultati analizirani su u odnosu na polazne osnove i pravce reforme školskog sistema: decentralizaciju školskog sistema, demokratizaciju vaspitno-obrazovne delatnosti i unapređivanje kvaliteta obrazovanja. Ukazuje se na do sada postignute rezultate, ali i na korake i aktivnosti koje je u narednom periodu potrebno sprovesti kako bi se planirane i započete promene nastavile i uspešno realizovale u praksi. Zaključuje se da će uspešnost u sprovođenju započetih promena zavisiti od razvoja društva u svim segmentima. ; This paper is on the review and analysis of the state of school system in Serbia in the last two decades and observing directions of further development of education. Starting from stating basic features of states in the filed of education in the period 1990-2000, in this paper we are explaining starting points, current and effects of the reforming processes in education which have been developing since 2000 as a complex reform of development of society in general. Implementation of the planned changes and the realized results have been analyzed in comparison to the starting basis and starting points and directions of the reform of the school system, decentralization of the school system, democratization of the pedagogical-educational work and improvement of the quality of education. We are pointing at the achieved results so far, but also ant the steps and activities which should be done in the following period so that planned changes should be continued and successfully realized in praxis. It has been concluded that success of there forms depends on the development of society in all segments.

Inkluzija u obrazovanju kao teorijsko-praktični koncept široko je prihvaćena i predstavlja zajedničku odliku prakse funkcionisanja savremenih školskih sistema, kao i sadržaj globalne politike i nacionalnih obrazovnih politika. U savremenim školskim sistemima poslednjih dekada realizuju se reformski procesi sa ciljem razvoja prakse inkluzivnog obrazovanja, ali sa različitim nivoom uspešnosti. Pored promena u praksi nastavnog i školskog rada, za uspešnu praktičnu primenu inkluzije u obrazovanju potrebne su promene u sadržaju i strukturi škole i načinu funkcionisanja školskog sistema. Inkluzivna praksa mora se razvijati uporedo sa razvojem inkluzivne politike i kulture, a to je moguće jedino u školskom i društvenom sistemu orijentisanom na inkluziju. Stoga se obeležja društvenog konteksta mogu posmatrati kao ključna determinanta praktične primene inkluzije u obrazovanju. U radu se, nakon osvrta na inkluziju u obrazovanju kao cilju i sadržaju aktuelnih reformskih procesa, analiziraju pretpostavke uspešne implementacije ovog koncepta u praksu školskog rada i objašnjavaju obeležja društvenog konteksta kao determinanata razvoja inkluzivne školske prakse. Kao ilustracija za iznetu ocenu o važnosti obeležja društvenog konteksta kao determinante uspešnosti razvoja inkluzivne školske prakse dati su osnovni podaci o dosadašnjem toku i rezultatima primene inkluzije u obrazovanju u Finskoj i Indiji. ; Inclusion in education, as a theoretical and practical concept, has been widely accepted and represents a common feature of the functioning of modern school systems, and is also included in global and national education policies. Over the last decades, modern education systems have undergone reforms aimed at developing inclusive educational practice, with admittedly varying levels of success. In addition to changes in teaching and school work, the successful implementation of inclusion in education requires changes in the content and structure of schools and in the functioning of the school system. Inclusive practice must be developed alongside the development of inclusive policies and a culture of inclusivity, which is only possible within an inclusion-oriented education and social system. Therefore, the characteristics of the social context can be regarded as a key determinant in the practical implementation of inclusion in education. After looking at inclusion in education as the goal and content of current reform processes, the paper analyzes the prerequisites for the successful implementation of this concept in the practice of school work and then goes on to consider the characteristics of the social context as a determinant of the development of inclusive school practice. In order to illustrate the authors' assessment of the importance of the characteristics of the social context as a determinant of the successful development of inclusive school practice, the paper gives a brief overview of the progress and results of the implementation of inclusion in education in Finland and India.

Jedna od važnih pretpostavki ostvarivanja funkcionalne obrazovne politike jeste da se ključne odluke u domenu obrazovne politike donose uz konsultovanje s onima koji će te odluke neposredno sprovoditi. Cilj sprovedenog istraživanja je bio da se sagleda kako školski pedagozi opažaju učešće praktičara u procesu stvaranja i sprovođenja obrazovnih politika. Konkretnije, ispitivali smo ko je sve učestvovao u kreiranju aktuelnih reformskih rešenja u obrazovanju, kao i u kojoj meri su praktičari motivisani da se uključe u proces stvaranja i sprovođenja obrazovnih politika i zašto. Uzorak istraživanja je činilo 159 pedagoga, zaposlenih u osnovnim i srednjim školama širom teritorije Republike Srbije. Podaci, prikupljeni anketiranjem, ukazuju na to da praktičari, posmatrano iz ugla školskih pedagoga, ne učestvuju aktivno u procesu stvaranja i sprovođenja obrazovnih politika. Iskustvo neuzimanja u obzir perspektive praktičara, pa čak i izostavljanje prilike da budu pitani, doprinosi tome da se reformska rešenja opažaju kao nametnuta, nerelevantna i neprimerena lokalnom kontekstu, što potvrđuju i nalazi ovog istraživanja. Takve okolnosti nepovoljno deluju na motivisanost praktičara za sprovođenje obrazovno-političkih odluka i na suzbijanje otpora prema promenama. ; Odnim iz važnyh predvaritel'nyh uslovij v realizacii politiki funkcional'nogo obrazovaniâ âvlâetsâ to, čto klûčevye rešeniâ v oblasti obrazovatel'noj politiki dolžny prinimat'sâ v konsul'tacii s temi, kto budet neposredstvenno vypolnât' èti rešeniâ. Cel'û dannogo issledovaniâ bylo vyâsnit', kak škol'nye pedagogi vosprinimaût učastie praktikov v processe sozdaniâ i realizacii obrazovatel'noj politiki. V častnosti, bylo rassmotreno, kto vse učastvoval v razrabotke tekuŝih rešenij po reforme obrazovaniâ, a takže naskol'ko specialisty-praktiki zainteresovany v učastii v processe sozdaniâ i realizacii obrazovatel'noj politiki i počemu. Issledovanie provedeno s učastiem 159 pedagogov, rabotaûŝih v načal'nyh i srednih školah na vsej territorii Respubliki Serbiâ. Dannye, sobrannye v hode oprosa, pokazyvaût, čto praktiki s točki zreniâ škol'nyh pedagogov ne prinimaût aktivnogo učastiâ v processe sozdaniâ i realizacii obrazovatel'noj politiki. Opyt ignorirovaniâ točki zreniâ praktikov i daže upuŝenie vozmožnosti ih minimal'nogo učastiâ, sposobstvuet tomu, čto rešeniâ reform vosprinimaûtsâ kak navâzannye, nerelevantnye i neumestnye dlâ mestnogo konteksta, čto podtverždaetsâ rezul'tatami dannogo issledovaniâ. Takie obstoâtel'stva otricatel'no vliâût na motivaciû k realizacii rešenij v oblasti obrazovatel'noj politiki i podavlenie soprotivleniâ izmeneniâm. ; One of the important preconditions for the implementation of a functional education policy is that key decisions in the domain of education policy are taken following consultations with those who will be directly implementing these decisions. The aim of our research was to examine how school pedagogists perceive the participation of education practitioners in the process of creating and implementing education policies. More specifically, we sought to identify all those who participated in the creation of current reform solutions in education, and to find out to what extent education practitioners are motivated to get involved in the process of creating and implementing education policies and why. The research sample consisted of 159 pedagogists working in primary and secondary schools across the Republic of Serbia. The data, collected through a survey, indicate that practitioners, from the point of view of school pedagogists, do not take an active part in the process of shaping and implementing education policies. The experience of not taking into account the practitioners' perspective, even not giving them the opportunity to be asked for their input, contributes to reform solutions being perceived as imposed from above, non-relevant and inappropriate to the local context, which is borne out by the findings of this research. Such circumstances have a detrimental effect on education practitioners' motivation for implementing educational-political decisions and the suppression of resistance to changes.

Dualno obrazovanje, kao oblik ostvarivanja srednjeg stručnog obrazovanja, podrazumeva da se obrazovanje i obuka odvijaju na dve lokacije - u školi i u preduzeću (kompaniji, organizaciji), kao i da te dve ustanove zajedno učestvuju u realizaciji stručnog obrazovanja. Rad sadrži prikaz i analizu načina funkcionisanja dualnog obrazovanja u Austriji. U okviru toga, posebna pažnja je usmerena na zakonsku regulativu u ovoj oblasti, način ostvarivanja dualnog obrazovanja, prohodnost kroz sistem i perspektive mladih na tržištu rada. Među ključnim odlikama dualnog obrazovanja, koje se ujedno smatraju i faktorima kojima se pripisuje njegova uspešnost, izdvajaju se: aktivna uloga socijalnih partnera u koncipiranju i realizaciji stručnog obrazovanja; intenzivna i kvalitetna praktična nastava/obuka; sistemska povezanost stručnih škola i preduzeća koja pružaju obuku; usklađenost ponude obrazovnih profila sa potrebama tržišta rada; sistem podsticaja preduzećima za pružanjem stručne obuke; jasno uspostavljena legislativa i postojanje sistema stručne kvalifikacije. U radu se ukazuje i na izazove sa kojima se suočava dualno obrazovanje. ; Dual education, as a form of secondary vocational education means that education and practical training are held on two locations - in school and in a company (organization, factory) and that these two institutions jointly participate in the realization of vocational education. The paper presents an account of the functioning of dual education in Austria. In that framework special attention was paid to law regulations in this field, the modes of dual education, progression through the system and the perspectives of the young in the labour market. Among the key features of dual education which are, at the same time, considered the factors of its successfulness, the following stand out: active role of social partners in the conceptualization and realization of vocational education; intensive practical training of high quality; systemic interrelatedness of vocational schools and firms where practical training is provided, the compliance of the offer of educational profiles and the needs of labour market; the system of stimulation for the firms that provide professional training for students, clear legislation and the system of professional qualifications. Yet, the challenges of dual educations are not neglected in the paper.

This study of the education system of Serbia is part of the handbook "The education systems of Europe" which presents an analytical description of the education systems of all European countries, following common guidelines. The study begins with the historical and socio-cultural background of the Serbian educational system which is followed by the description of the organizational and administrative context of the current education system. The next step is the functioning of the current education system, beginning with a structural overview and followed by an analysis of the different levels of the education system, including, as a separate chapter, post-secondary and tertiary education. The country study ends with an analysis of current problems and discussions, and opens perspectives for further development. A diagram illustrating the structural scheme of the Serbian educational system is part of this article. (DIPF/Orig./Kie.).

U savremenim školskim sistemima već nekoliko decenija odvijaju se reformski procesi sa ciljem implementacije modela inkluzivnog obrazovanja u školsku praksu. Pošto je razvoj inkluzivne školske prakse determinisan obeležjima političkog, ekonomskog, kulturnog i istorijskog konteksta određene zemlje, reforma školskog sistema u skladu s ideologijom inkluzivnog obrazovanja jedan je od najvećih izazova u praksi funkcionisanja savremenih školskih sistema. Iz tog razloga važno je sagledati osnovne odlike inkluzivne školske prakse, kao i pretpostavke koje je potrebno obezbediti da bi se ona uspešno razvijala. U radu se, nakon datih napomena o teorijskim polazištima, politici i praksi inkluzivnog obrazovanja, analizira pitanje diferencijacije i individualizacije nastave u inkluzivnom obrazovnom kontekstu. Polazeći od toga da je nastava središnji segment školskog rada, odlike nastave u inkluzivnom kontekstu posmatraju se i tumače kao osnovne odlike inkluzivne školske prakse. Pored kvaliteta rada nastavnika, kao pretpostavke razvoja inkluzivne školske prakse posebno su izdvojene i analizirane inkluzivna politika školskog rada i inkluzivna školska kultura. U zaključnom osvrtu naglašava se da su orijentacija školskog sistema i društvena orijentacija ka filozofiji inkluzivnog obrazovanja osnovni preduslov razvoja inkluzivne školske prakse i determinante njenog kvaliteta. ; Reform processes in contemporary education systems taking place over the last few decades have aimed to implement a model of inclusive education in schools. Since the development of inclusive school practice is determined by a country's political, economic, cultural and historical context, school system reform in line with the ideology of inclusive education is one of the greatest challenges in the functioning of contemporary school systems. It is therefore important to consider the key characteristics of inclusive school practice, and the requirements that need to be met for the practice to be successful. The paper begins with an overview of the theoretical foundations, policies and practice of inclusive education, and then goes on to analyze the question of instruction differentiation and individualization in an inclusive educational context. Starting from the position that instruction is the central segment of school education, the characteristics of instruction in an inclusive context are considered and interpreted as the key characteristics of inclusive school practice. In addition to the quality of teaching, other requirements for the development of inclusive school practice that are singled out and analyzed are inclusive policy of school work and inclusive school culture. The concluding section emphasizes that the orientation of the school system and social orientation towards the philosophy of inclusive education are the basic requirements for the development of inclusive school practice and the determinants of its quality.

U savremenim školskim sistemima već nekoliko decenija odvijaju se reformski procesi sa ciljem implementacije modela inkluzivnog obrazovanja u školsku praksu. Pošto je razvoj inkluzivne školske prakse determinisan obeležjima političkog, ekonomskog, kulturnog i istorijskog konteksta određene zemlje, reforma školskog sistema u skladu s ideologijom inkluzivnog obrazovanja jedan je od najvećih izazova u praksi funkcionisanja savremenih školskih sistema. Iz tog razloga važno je sagledati osnovne odlike inkluzivne školske prakse, kao i pretpostavke koje je potrebno obezbediti da bi se ona uspešno razvijala. U radu se, nakon datih napomena o teorijskim polazištima, politici i praksi inkluzivnog obrazovanja, analizira pitanje diferencijacije i individualizacije nastave u inkluzivnom obrazovnom kontekstu. Polazeći od toga da je nastava središnji segment školskog rada, odlike nastave u inkluzivnom kontekstu posmatraju se i tumače kao osnovne odlike inkluzivne školske prakse. Pored kvaliteta rada nastavnika, kao pretpostavke razvoja inkluzivne školske prakse posebno su izdvojene i analizirane inkluzivna politika školskog rada i inkluzivna školska kultura. U zaključnom osvrtu naglašava se da su orijentacija školskog sistema i društvena orijentacija ka filozofiji inkluzivnog obrazovanja osnovni preduslov razvoja inkluzivne školske prakse i determinante njenog kvaliteta. ; V sovremennyh škol'nyh sistemah reformy proishodât uže neskol'ko desâtiletij s cel'û vnedreniâ modeli inklûzivnogo obrazovaniâ v škol'nuû praktiku. Poskol'ku razvitie inklûzivnoj škol'noj praktiki opredelâetsâ harakteristikami političeskogo, èkonomičeskogo, kul'turnogo i istoričeskogo konteksta konkretnoj strany, reforma škol'noj sistemy v sootvetstvii s ideologiej inklûzivnogo obrazovaniâ âvlâetsâ odnoj iz važnejših zadač v praktike funkcionirovaniâ sovremennyh škol'nyh sistem. Po ètoj pričine sčitaetsâ važnym obsudit' vse osnovnye harakteristiki inklûzivnoj škol'noj praktiki, a takže usloviâ, neobhodimye dlâ ee uspešnogo razvitiâ. V stat'e privodâtsâ zametki o teoretičeskih otpravnyh točkah, politike i praktike inklûzivnogo obrazovaniâ, a zatem analiziruetsâ problema differenciacii i individualizacii prepodavaniâ v inklûzivnom obrazovatel'nom kontekste. Poskol'ku prepodavanie predstavlâet soboj central'nyj segment škol'noj raboty, harakteristiki prepodavaniâ v inklûzivnom kontekste rassmatrivaûtsâ i interpretiruûtsâ kak osnovnye harakteristiki inklûzivnoj škol'noj praktiki. V dopolnenie k kačestvu raboty učitelej vydelâetsâ i analiziruetsâ politika inklûzivnoj škol'noj raboty i kul'tura inklûzivnogo škol'nogo obrazovaniâ kak predposylki dlâ razvitiâ inklûzivnoj škol'noj praktiki. V zaklûčenii stat'i podčerkivaetsâ, čto orientaciâ škol'noj sistemy i obŝestvennaâ orientaciâ na filosofiû inklûzivnogo obrazovaniâ âvlâûtsâ osnovnymi predposylkami dlâ razvitiâ inklûzivnoj škol'noj praktiki i opredelâûŝimi faktorami ee kačestva. ; Reform processes in contemporary education systems taking place over the last few decades have aimed to implement a model of inclusive education in schools. Since the development of inclusive school practice is determined by a country's political, economic, cultural and historical context, school system reform in line with the ideology of inclusive education is one of the greatest challenges in the functioning of contemporary school systems. It is therefore important to consider the key characteristics of inclusive school practice, and the requirements that need to be met for the practice to be successful. The paper begins with an overview of the theoretical foundations, policies and practice of inclusive education, and then goes on to analyze the question of instruction differentiation and individualization in an inclusive educational context. Starting from the position that instruction is the central segment of school education, the characteristics of instruction in an inclusive context are considered and interpreted as the key characteristics of inclusive school practice. In addition to the quality of teaching, other requirements for the development of inclusive school practice that are singled out and analyzed are inclusive policy of school work and inclusive school culture. The concluding section emphasizes that the orientation of the school system and social orientation towards the philosophy of inclusive education are the basic requirements for the development of inclusive school practice and the determinants of its quality.

Inkluzija u obrazovanju kao teorijsko-praktični koncept široko je prihvaćena i predstavlja zajedničku odliku prakse funkcionisanja savremenih školskih sistema, kao i sadržaj globalne politike i nacionalnih obrazovnih politika. U savremenim školskim sistemima poslednjih dekada realizuju se reformski procesi sa ciljem razvoja prakse inkluzivnog obrazovanja, ali sa različitim nivoom uspešnosti. Pored promena u praksi nastavnog i školskog rada, za uspešnu praktičnu primenu inkluzije u obrazovanju potrebne su promene u sadržaju i strukturi škole i načinu funkcionisanja školskog sistema. Inkluzivna praksa mora se razvijati uporedo sa razvojem inkluzivne politike i kulture, a to je moguće jedino u školskom i društvenom sistemu orijentisanom na inkluziju. Stoga se obeležja društvenog konteksta mogu posmatrati kao ključna determinanta praktične primene inkluzije u obrazovanju. U radu se, nakon osvrta na inkluziju u obrazovanju kao cilju i sadržaju aktuelnih reformskih procesa, analiziraju pretpostavke uspešne implementacije ovog koncepta u praksu školskog rada i objašnjavaju obeležja društvenog konteksta kao determinanata razvoja inkluzivne školske prakse. Kao ilustracija za iznetu ocenu o važnosti obeležja društvenog konteksta kao determinante uspešnosti razvoja inkluzivne školske prakse dati su osnovni podaci o dosadašnjem toku i rezultatima primene inkluzije u obrazovanju u Finskoj i Indiji. ; Inclusion in education, as a theoretical and practical concept, has been widely accepted and represents a common feature of the functioning of modern school systems, and is also included in global and national education policies. Over the last decades, modern education systems have undergone reforms aimed at developing inclusive educational practice, with admittedly varying levels of success. In addition to changes in teaching and school work, the successful implementation of inclusion in education requires changes in the content and structure of schools and in the functioning of the school system. Inclusive practice must be developed alongside the development of inclusive policies and a culture of inclusivity, which is only possible within an inclusion-oriented education and social system. Therefore, the characteristics of the social context can be regarded as a key determinant in the practical implementation of inclusion in education. After looking at inclusion in education as the goal and content of current reform processes, the paper analyzes the prerequisites for the successful implementation of this concept in the practice of school work and then goes on to consider the characteristics of the social context as a determinant of the development of inclusive school practice. In order to illustrate the authors' assessment of the importance of the characteristics of the social context as a determinant of the successful development of inclusive school practice, the paper gives a brief overview of the progress and results of the implementation of inclusion in education in Finland and India.