Suchergebnisse

The paper explores the issues relevant for defining the national interest in education in Serbia. Nowadays, in the European context, Serbia is a small country that is stagnating and lagging behind, torn between the desire to preserve its national identity and to take part in European integrations. Priority national interest in the second decade of the 21st century is raising the quality and accessibility of education in the country. The responsible institutions send the message that Serbian educational policy should define education as the key factor of preservation and development of national and cultural identity of the majority nation and ethnic minorities. The plan is to educate the young in the spirit of knowing the language, history and heritage of the Serbian and all other nations living on the territory of Serbia. The answer to the question whether there is something distinctive for a Serbian citizen cannot be provided explicitly - there is no supra-identity, or it cannot be seen in the existing normative. One of the ways towards finding a common denominator in values of all nations living in Serbia can be promotion of universal values ensuring sustainable development of the community and the individual. In that perspective, the main goal of education becomes the development of the long-term personal perspective of the learner: attitude that life is a value in and of itself, consciousness that each individual has a crucial role in preserving the environment, and dedication to solidarity while facing disasters. ; U radu se razmatraju pitanja koja su značajna za određivanje nacionalnog interesa u obrazovanju u Srbiji. Danas je Srbija, u evropskim okvirima, mala zemlja koja stagnira i zaostaje, razapeta između želje da sačuva nacionalni identitet i da se uključi u evropske integracije. Prioritetan nacionalni interes u drugoj deceniji XXI veka je rad na kvalitetu i dostupnosti obrazovanja i vaspitanja u zemlji. Nadležne ustanove poručuju da obrazovna politika Srbije treba da definiše obrazovanje kao ključni faktor očuvanja i razvoja nacionalnog i kulturnog identiteta većinskog naroda i nacionalnih manjina. Planirano je vaspitanje mladih u duhu poznavanja jezika, istorije i drugih tekovina srpskog i svih drugih naroda koji žive na prostorima Srbije. Odgovor na pitanje da li postoji nešto što bi bilo specifično za građanina Srbije ne može se eksplicitno dati - nadidentiteta nema, ili se on u postojećim normativima ne vidi. Jedan od puteva ka nalaženju zajedničkog imenitelja u vrednostima svih naroda koji žive u Srbiji može biti promovisanje univerzalnih vrednosti koje obećavaju održivi razvoj zajednice i pojedinca. Glavni cilj obrazovanja postaje razvijanje dugoročne lične perspektive učenika: stava da je život vrednost po sebi, svesti o tome da svaki pojedinac ima krucijalnu ulogu u očuvanju životne sredine, i spremnosti na solidarnost pred katastrofama.

Contemporary society is characterized by rapid decline of the importance and influence of school, whilst society's demands for educated individuals are rising. Modern life needs a competent citizen who is normal, mature independent, democratic, and authentic. Having listed the characteristics defining a desirable social model, the author analyzed education models of the representatives of prominent social institutions participating in the development of young (school, family, church, broader social community). It was found that school starts from a reactive model of man and offers primarily knowledge. Parents make various demands from their children, their common aim being to fulfill parents' role as well as possible. Church offers an ideal image of a believer resembling God, however, asks for faith and obedience. Social surrounding offers to the young challenge through 'negative' models ù quick and easy way to social success. It was concluded that it is necessary to unite and strengthen educational goals common to the mentioned institutions, aiming at national interests' accomplishment. School should be a moderator of exerting influence, for it is only in this way that society can achieve to a large extent desirable, systematic influence on youth. The first step is to determine national interests in education. ; Vreme u kojem živimo karakteriše ubrzano opadanje značaja i uticaja škole u društvu, dok potrebe društva za obrazovanjem pojedincima rastu. Život u savremenom društvu traži kompetentnog građanina čije su bitne odlike normalnost, zrelost, samostalnost, demokratičnost i autentičnost. Pošto je definisan poželjan vaspitni model preko upravo navedenih karakteristika analizirani su vaspitni modeli predstavnika najznačajnijih društvenih institucija koje učestvuju u formiranju mladih (škola, porodica, crkva, šira društvena zajednica). Konstatovano je da škola polazi od reaktivnog modela čoveka i prvenstveno nudi obrazovne sadržaje. Roditelji imaju različite zahteve od dece sa zajedničkim ciljem da što bolje ispune svoju roditeljsku ulogu. Crkva nudi idealnu sliku vernika koji liči na Boga, ali traži njegovu veru u poslušnost, a neposredno socijalno okruženje izazov preko 'negativnih' modela - kako lako i brzo stići do društvenog uspeha. Zaključeno je da je potrebno udružiti i ojačati vaspitne ciljeve koji su zajednički pomenutim institucijama, a trebali bi biti u funkciji ostvarivanja nacionalnih interesa. Ulogu moderatora uticaja treba da ima škola, jer samo tako društvo može da ostvari željeni, sistematski uticaj na mlade u najvećoj meri. Prvi korak na ovom putu predstavlja određivanje nacionalnih interesa u obrazovanju.

Present study examined students', parents', and teachers' opinions on educational aims for normal and gifted students in order to find out what characteristics and skills gifted students have to learn and develop during their schooling. Fifteen educational aims by Urban (1985) were rated according to their relevance for normal and gifted students by students, their parents and teachers. A factor analysis gave two interpretable factors consisting of aims for the normal group and two for the gifted group. Further analysis was devoted to the question what aspects of respondents qualitatively differentiate their opinions on aims represented by factors. Explored are the effects of the type of school (mathematical, linguistic, politechnical) and the type of school program (regular, special for gifted); sex; parents' education and occupation; school subject and length of teaching service. Obtained data suggested fruitful ideas for educational legislation, school practice and teachers work with gifted students. ; U ovom radu ispitivana su mišljenja učenika, roditelja i nastavnika o ciljevima obrazovanja običnih i darovitih učenika sa ciljem da se utvrdi koje karakteristike i veštine daroviti učenici treba da nauče i razviju u toku svog školovanja. Učenici, roditelji i nastavnici rangirali su petnaest vaspitno-obrazovnih ciljeva preuzetnih od Urbana (Urban, 1985) prema značaju koji imaju za obične i darovite učenike. Faktorska analiza dala je po dva interpretabilna faktora ciljeva za grupu običnih i grupu darovitih učenika. Dalja analiza bila je posvećena pitanju koje karakteristike ispitanika značajno razlikuju njihovo mišljenje o ciljevima koji su predstavljeni faktorima. Ispitan je efekat vrste škole (matematička, jezička, tehnička) i tipa školskog programa (običan, poseban za darovite); pola; obrazovanja i zanimanja roditelja; školskog predmeta i dužina nastavničke službe. Dobijeni podaci sugerisali su plodne ideje za zakonsku regulativu, školsku praksu i nastavnike koji rade sa darovitim učenicima.

The work is based on the analysis of more than 400 bibliographical entries, publications in Yugoslav languages in which the psycho-pedagogical problems of creativity and giftedness of children and the young are discussed. The analysis included the results of research, legislature, materials handed out on professional and scientific sessions and forms and contents of support the society provides for the gifted. On the bases of progressive increase in number, scope and reach of the research into the gifted, ranging from the problem of their identification to the problem of their education, as well as on the basis of the increase in schooling possibilities available to the gifted pupils and students (contests, awards, accelerations, extra work, clubs, research centers, specialized schools etc.) over the period from the seventies up to our days, the author is of opinion that the favorable climate for the development of the gifted individuals prevails. The latest passed laws in education, however, make way for any forms of schooling of the gifted pupils. On the other hand, school practice is still a long way away from the possibilities the law grants. Not much research is done to provide for the estimations on the functioning of certain forms of educational work with the gifted children, in school and out of school. The author concludes that urgent coordination of work of various institutions and organizations dealing with the gifted is necessary and so is the integration of certain actions of support the gifted receive, in order that the possibilities offered should be meaningfully used and have positive consequences.

Predmet proučavanja su promene koje se odnose na ostvarivanje ciljeva obrazovanja i vaspitanja u učenju srpskog jezika, veronauke i građanskog vaspitanja, koje je donela reforma obrazovanja od 2001. godine. U ispitivanje su uključeni i uslovi u kojima su promene sprovedene, potrebni resursi i aktuelne društvene vrednosti. Rezultati analize relevantnih istraživanja ukazuju da nije došlo do ostvarivanja definisanih ciljeva nastave Srpskog jezika, Veronauke i Građanskog vaspitanja u željenoj meri. Analiza ukazuje i na neobezbeđenost adekvatnih materijalnih i ljudskih resursa za realizaciju reformi, kao i na nedovoljnu podršku vrednosnog konteksta za planirani razvoj obrazovanja. Zaključeno je da navedene teškoće predstavljaju izazove od čijeg rešavanja zavisi dalja sudbina promena u obrazovanju. ; The present study deals with the changes brought about by the educational reform since the 2001, which refer to the accomplishment of educational goals in the courses of Serbian language, religious and civic education. The study also included the analysis of the conditions in which the educational changes took place, the resources needed and prevailing social values. The results of the previous relevant studies indicate that the defined goals related to the instruction of Serbian, religious and civic education have not been accomplished in targeted level. The analysis also shows that adequate material and human resources for the reform implementation have not been provided, as well as that the prevailing values do not support the planned development of the education. It is concluded that these difficulties pose the challenges on whose overcoming the future of educational changes depends.

The present study deals with the changes brought about by the educational reform since the 2001, which refer to the accomplishment of educational goals in the courses of Serbian language, religious and civic education. The study also included the analysis of the conditions in which the educational changes took place, the resources needed and prevailing social values. The results of the previous relevant studies indicate that the defined goals related to the instruction of Serbian, religious and civic education have not been accomplished in targeted level. The analysis also shows that adequate material and human resources for the reform implementation have not been provided, as well as that the prevailing values do not support the planned development of the education. It is concluded that these difficulties pose the challenges on whose overcoming the future of educational changes depends. ; Predmet proučavanja su promene koje se odnose na ostvarivanje ciljeva obrazovanja i vaspitanja u učenju srpskog jezika, veronauke i građanskog vaspitanja, koje je donela reforma obrazovanja od 2001. godine. U ispitivanje su uključeni i uslovi u kojima su promene sprovedene, potrebni resursi i aktuelne društvene vrednosti. Rezultati analize relevantnih istraživanja ukazuju da nije došlo do ostvarivanja definisanih ciljeva nastave Srpskog jezika, Veronauke i Građanskog vaspitanja u željenoj meri. Analiza ukazuje i na neobezbeđenost adekvatnih materijalnih i ljudskih resursa za realizaciju reformi, kao i na nedovoljnu podršku vrednosnog konteksta za planirani razvoj obrazovanja. Zaključeno je da navedene teškoće predstavljaju izazove od čijeg rešavanja zavisi dalja sudbina promena u obrazovanju.

This paper explores the possibilities, scope and limitations of modernization of education in Serbia in the second decade of the XXI century. Together with social and political changes that started in Serbia in the year 2000, considerable changes were initiated in the area of education as well. Modernization of education became one of the proclaimed goals of social development, and decentralization, democratization and improvement of the quality of education were defined as the basic directions for a school system reform. The experience with the specification, implementation and duration of the planned changes reveals their direct dependence on the changes that were taking place in the political government, as a result of which some changes have been partially implemented, while others have been postponed. The transitional society with a low level of socioeconomic development and newly established democratic institutions views the reform of education as an instrument of economic revival and progress and development of the civil society, the stronghold of democracy. However, both the educational system and the society as a whole are in a state of incomplete modernization, which is reflected in the chronic social crisis and stagnation that has been going on for decades. This has practically resulted in the retraditionalization of the dominant value system, whose characteristic, among others, is resistance to change. The Serbian educational system therefore finds itself in a paradoxical situation – what should change the society must also be changed itself, while society itself resists the changes that should be brought about by the modern school. The concluding part of the article discusses some possible outcomes of modernization of education in conditions of an absence of a supportive social context. ; Eduation between tradition and modernity : International symposium, Ohrid, 22-24 September, 2011 Воспитението и образованието меѓу традиционалното и современото општество : Меѓународен симпозиум, Охрид, 22-24 септември, 2011

Educational reforms, as initiated in Serbia in 2001, were based on the concept of quality education for all. This concept was put into practice as an inclusive approach in 2010/11. Inclusive education has been defined as a provision of full support and optimal environment for each student to be taught in the nearest school and in a regular class. In this paper we review the achieved results in providing necessary conditions for a successful implementation of the inclusive education, i.e., school policy, preparation of teachers, building-up their attitudes and system of values, as well as attitudes and system of values of other participants in the educational process. It has been shown that educational institutions, teaching staff and other participants in the educational process are fully aware of the need for an integrated schooling of all children and accept the concept of inclusive education. However, several shortcomings of the current inclusive education have been revealed. They are a consequence of the means it has been implemented, as well as socio-economic conditions that affect the Serbian society and educational sector as its part.

Child imagination is considered in developmental theories as a desirable precondition for later creative production, though in everyday use, imagination is viewed as fantasy, unreal, not practical and not important. The topic of interest in this paper is public opinion of imagination as the quality that can be encouraged to learn at home and the factors which influence this opinion. The data for the analysis were collected from the Third and Fourth Wave of World Values Survey. The findings suggest that imagination has a very low status among other child qualities which have to be supported. The increase in interest for imagination in the world and in Europe between the Third and Fourth Wave of the survey can indicate larger compliance with the actual demands of educational reform for democratization of education and encouragement of creativity of the young. Stagnation of child imagination status in the opinion of Serbian respondents is understandable in the framework of social crisis which happened at the time when the survey was conducted. The preference of imagination is positively correlated with respondents' postmaterialist orientation and educational level, but negatively with their age. The implications of findings for nurturing creativity in formative period are discussed. It is concluded that the school is invited to offer special programs to compensate for public opinion effects. ; Dok se u razvojnim teorijama dečija mašta tretira kao poželjan preduslov za kasniju kreativnu produkciju, u svakodnevnoj upotrebi ovaj termin se odnosi na fantaziju, nešto nerealno, nepraktično i neznačajno. Predmet interesovanja u ovom radu su stavovi javnog mnjenja o tome u kojoj meri maštovitost deteta može da se podstiče u kući i faktori koji utiču na te stavove. Analizirani su podaci koji su prikupljeni u Trećem i Četvrtom talasu Svetske studije vrednosti. Nalazi ukazuju da maštovitost ima vrlo nizak status među osobinama dece koje treba da budu podržane. Porast vrednovanja maštovitosti na nivou svetskog i evropskog uzorka između Trećeg i Četvrtog talasa može se pripisati većem uvažavanju zahteva za demokratizacijom obrazovanja i podsticanjem kreativnosti mladih koji su sadržani u obrazovnim reformama. Zadržavanje niskog statusa maštovitosti na uzorku Srbije razumljivo je u okviru društvene krize koja se dešavala u vreme izvođenja ispitivanja. Preferiranje maštovitosti je pozitivno povezano sa postmaterijalističkom orijentacijom ispitanika i nivoom njihovog obrazovanja, a negativno sa njihovim uzrastom. Diskutovane su implikacije nalaza za podsticanje kreativnosti u formativnom periodu. Zaključeno je da je škola pozvana da ponudi posebne programe za prevazilaženje efekata iskazanih stavova.

Child imagination is considered in developmental theories as a desirable precondition for later creative production, though in everyday use, imagination is viewed as fantasy, unreal, not practical and not important. The topic of interest in this paper is public opinion of imagination as the quality that can be encouraged to learn at home and the factors which influence this opinion. The data for the analysis were collected from the Third and Fourth Wave of World Values Survey. The findings suggest that imagination has a very low status among other child qualities which have to be supported. The increase in interest for imagination in the world and in Europe between the Third and Fourth Wave of the survey can indicate larger compliance with the actual demands of educational reform for democratization of education and encouragement of creativity of the young. Stagnation of child imagination status in the opinion of Serbian respondents is understandable in the framework of social crisis which bappened at the time when the survey was conducted. The preference of imagination is positively correlated with respondents' postmaterialist orientation and educational level, but negatively with their age. The implications of findings for nurturing creativity in formative period are discussed. It is concluded that the school is invited to offer special programs to compensate for public opinion effects.

Education for democracy includes adoption of knowledge in democracy institutions and procedures, gaining direct experience in democratic rights at school, as well as developing personality traits, values and skills necessary for responsible and competent participation in lie of democratic community. Discussing conditions and obstacles for democratic pedagogical work and education at school includes organization and functioning of the school, personal characteristics and value orientation of students. There are some possibilities discussed concerning education for democracy through the subject civil education which was introduced in Serbian schools in 2001. Evaluation studies show that the subject civil education contributes to social competences and values of students, but it is not sufficient for students to get prepared for active, responsible and competent participation in social life. Democratic education demands integrative approach, which means not realization through particular subjects and classes, but it, should be a part of all school activities and the whole school organization. . ; Obrazovanje za demokratiju uključuje usvajanje znanja o demokratskim institucijama i procedurama, sticanje neposrednog iskustva kroz demokratsko odlučivanje u školi, kao i razvijanje osobina ličnosti, vrednosti i veština potrebnih za odgovorno i kompetentno učešće u životu demokratske zajednice. Razmatranje uslova i prepreka za demokratsko vaspitanje i obrazovanje u školi obuhvata organizaciju i funkcionisanje škole, nastavne sadržaje i metode, udžbenike, ulogu i doprinos nastavnika, vaspitne ciljeve škole, lične karakteristike i vrednosne orijentacije učenika. Analizirane su mogućnosti obrazovanja za demokratiju kroz predmet Građansko vaspitanje koji je uveden u osnovne i srednje škole u Srbiji 2001. godine. Evaluativne studije ukazuju da ovaj predmet doprinosi razvoju socijalnih kompetencija i vrednosti učenika, ali da to nije dovoljno da bi se učenici pripremili za aktivno, odgovorno i kompetentno učešće u društvenom životu. Demokratsko vaspitanje zahteva integrativni pristup, što znači da se ne ostvaruje samo putem posebnih predmeta i časova, već treba da prožima sve školske aktivnosti i celokupnu organizaciju škole. .

Democratization and decentralization of the education system presupposes a number of structural, systemic and functional changes regarding school management and the role of the principal. The paper discusses the duties and competencies of the principal as required by various regulations and school practices: whether a principal is a manager or a leader, and how professional human resources for school management can be provided. Basic competencies for school management and organization include planning, decision making, managing, and communication. The research results suggest that for a successful school management not only managerial but also leader functions are necessary, with high social skills being regarded as a key competence. In accordance with the Bases of the Educational System Law, a person to be elected a principal should possess adequate education, license, and experience in educational work. It is possible to provide efficient training to satisfy the regulative requirements, but there remains the fact that personal predispositions can be both an advantage and hindrance in the acquisition of necessary knowledge and skills of potential principals, implying that selection should be included in the standard procedure for the election of principals. ; Demokratizacija i decentralizacija obrazovnog sistema pretpo- stavlja niz strukturnih, sistemskih i funkcionalnih promena koje se reflektuju na upravljanje školom i uloge koje obavlja direktor škole. U radu se razmatraju dužnosti i kompetencije direktora u propisima i školskoj praksi, da li je direktor škole menadžer ili lider i kakve su mogućnosti za obezbeđivanje profesionalnih resursa za upravljanje školom. Osnovne kompetencije upravljanja i organizacije uključuju planiranje, odlučivanje, rukovođenje i komunikaciju. Rezultati istraživanja sugerišu da uspešno upravljanje školom zahteva razvijene ne samo menadžerske, već i liderske funkcije, a visoke socijalne veštine predstavljaju njihovu ključnu kompetenciju. U skladu sa Zakonom o osnovama sistema obrazovanja i vaspitanja, osoba koja može biti izabrana za direktora treba da poseduje odgovarajuće obrazovanje, licencu i iskustvo u vaspitno- obrazovnom radu. Propisanim uslovima moguće je obezbediti efikasnu obuku, ali činjenica da lične predispozicije mogu biti prepreka ili prednost u sticanju potrebnih znanja i veština direktora ukazuje na neophodnost uključivanja selekcije u standardnu proceduru za izbor direktora.

The present study deals with the changes brought about by the educational reform since the 2001, which refer to the accomplishment of educational goals in the courses of Serbian language, religious and civic education. The study also included the analysis of the conditions in which the educational changes took place, the resources needed and prevailing social values. The results of the previous relevant studies indicate that the defined goals related to the instruction of Serbian, religious and civic education have not been accomplished in targeted level. The analysis also shows that adequate material and human resources for the reform implementation have not been provided, as well as that the prevailing values do not support the planned development of the education. It is concluded that these difficulties pose the challenges on whose overcoming the future of educational changes depends.