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U svim školskim sistemima primenjuju se različiti vidovi diferencijacije u oblasti obrazovanja, kojima pokušava da se odgovori na razlike u sposobnostima i postignućima među učenicima. U ovom radu se razmatra da li, kada i kako se ostvaruje usmeravanje i razdvajanje učenika, bilo između različitih škola ili unutar škole. S obzirom na to da među određenim školskim sistemima postoje znatne sličnosti u strukturi i organizaciji obaveznog obrazovanja, pa i u načinu ostvarivanja diferencijacije, u radu seukazuje na specifičnosti ostvarivanja diferencijacije u toku obaveznog obrazovanja u tri grupe zemalja, odnosno daje se opis i analiza tri različita modela koja karakterišu određene sličnosti u primenjenim mehanizmima diferencijacije: germanski, skandinavski i anglosaksonski. Po efektima diferencijacije na jednakopravnost u obrazovanju, skandinavski model se pokazuje kao veoma uspešan, dok je u sistemima svrstanim u germanski model pravednost u obrazovanju po pravilu manje izražena. ; All school systems apply different types of differentiation in education, trying to respond to the differences in abilities and achievements of students. The paper deals with the questions of whether, when and how guidance and selection of students are done be it between different schools or inside a school. Since among certain school systems there are significant similarities regarding the structure and organization of elementary education, differentiation included, we stress the specifities of performing differentiation in the compulsory education in three groups of countries, i.e. three different models (German, Scandinavian and Anglo-Saxon) which are characterized by certain mutual features of the applied mechanisms of differentiations are described and analyzed. Regarding the effects of differentiation on equality in education, the Scandinavian model seems to be very successful while in the countries in the German model justice in education is less evident.

Za uspešno ostvarivanje inkluzivne politike i prakse važnu ulogu ima adekvatna pripremljenost nastavnika za rad u inkluzivnim uslovima. U radu se ukazuje na iskustva drugih zemalja u obrazovanju nastavnika i njihovoj pripremljenosti za rad u inkluzivnoj školi. Empirijsko istraživanje sprovedeno je s ciljem da se utvrdi kako nastavnici u Srbiji procenjuju vlastitu pripremljenost za rad s decom sa smetnjama u razvoju, kao i kakva je, prema njihovom mišljenju, uloga inicijalnog obrazovanja u osposobljavanju za rad u inkluzivnim uslovima. Uzorak je obuhvatio 212 nastavnika razredne i predmetne nastave iz pet osnovnih škola sa teritorije grada Beograda. Za prikupljanje podataka korišćen je instrument koji predstavlja kombinaciju pitanja anketnog tipa i deskriptivne skale. Rezultati istraživanja pokazuju da većina nastavnika procenjuje da nije adekvatno osposobljena za rad s decom sa smetnjama u razvoju, kao i da inicijalno obrazovanje nije mnogo doprinelo njihovoj pripremljenosti za rad u tom domenu. Ne postoje statistički značajne razlike između nastavnika razredne i predmetne nastave u proceni vlastite pripremljenosti, ali su one registrovane u procenama doprinosa inicijalnog obrazovanja njihovoj osposobljenosti za rad s decom sa smetnjama u razvoju. U radu se analiziraju predlozi o tome šta se može učiniti kako bi se obezbedila bolja pripremljenost nastavnika za inkluzivnu praksu. ; Adequate teacher training for work in inclusive conditions is essential for successful realization of inclusive politics and practice. The paper presents the experiences of other countries in teacher education and teachers' preparedness for work in inclusive school. The empirical research was conducted to see how teachers in Serbia evaluate their preparedness for work with children with developmental difficulties, what is the role of teacher initial education in training for work in inclusive conditions. The sample included 212 class and subject teachers from five elementary schools in Belgrade. To gather data we used an instrument with a combination of survey-type questions and a descriptive scale. The results show that the majority of the teachers assess that they are not adequately trained for work with children with developmental difficulties, and that their initial teacher training did not increase their preparedness for work in that domain. There are no significant differences between class teachers and subject teachers in their evaluation of their own preparedness for work with children with developmental difficulties. The discussion of the article is dedicated to the possibilities of improving initial teacher training in order to provide better teacher preparedness inclusive practice.

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.

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.

Razvoj pedagoške nauke u bivšoj Jugoslaviji obeležava oštar diskontinuitet uslovljen promenom političko-ideološkog poretka, a time i socijalno prihvatljivog pedagoškog mišljenja, ali i prikriveni kontinuitet između 'građanske' i 'socijalističke' pedagogije. Naša analiza dela jugoslovenskih pedagoga ukazuje na prisustvo strategije koju nazivamo 'nacionalizacija pedagoškog znanja'. U osnovi, ona predstavlja pokušaj da se zadobije društvena, ali i akademska legitimizacija pedagoške nauke. Nacionalizaciju pedagoškog znanja nalazimo kod predstavnika svih dominantnih pedagoških pravaca: eksperimentalne pedagogije, duhovno-naučne pedagogije, kao i u reformskim pedagoškim pokretima. Na prvi pogled paradoksalno, nacionalizacija pedagoškog znanja predstavlja i osnovno obeležje jugoslovenske marksističke pedagogije u periodu nakon Drugog svetskog rata. Ova strategija bila je uspešna u transformaciji vodećih teorijskih usmerenja ('promene paradigmi'): herbartijanizma u eksperimentalnu pedagogiju, eksperimentalne u duhovno-naučnu pedagogiju i, na kraju, duhovno-naučne u marksističku pedagogiju, ali je njen uspeh u razvoju institucija za pedagoška istraživanja bio bitno limitiran nivoom modernizacije sistema obrazovanja i ideološkog nadzora nad njim. ; Development of educational science in Former Yugoslavia was marked both by huge discontinuity due to changes in political and ideological regimes that had effects on 'mainstream' pedagogy, and hidden continuity between civil and socialist pedagogy. Our analysis of the writings of Yugoslav pedagogues shows the presence of strategy known as 'nationalization of pedagogical knowledge'. This strategy presents the attempt of gaining social, as well as academic legitimacy of educational science. Nationalization of pedagogical knowledge was present in all dominant pedagogical schools: experimental pedagogy, spiritual-scientific pedagogy (Geisteswissenschaftliche Pädagogik), as well as in New school movements. Paradoxically, nationalization of pedagogical knowledge presented the main feature of Yugoslav Marxist pedagogy in the period after the World War II. This strategy was successful in transformation of the leading theoretical schools ('paradigm change'): herbartianismus into experimental pedagogy, experimental pedagogy into spiritual-scientific pedagogy and at the end spiritual-scientific pedagogy into Marxist pedagogy, but the success of this strategy was significantly limited by the level of modernization of educational system and the ideological control over this system.

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.