Apart from the former EFTA members (Iceland, Lichtenstein, Norway and Switzerland) and afew former republics of the Soviet Union (Bjelorussia, Moldova and Ukraina) the countries ofthe Western Balkans are the only European states outside of the European Union. They are verykeen to join the Union. The Balkans have always been the poorest part of Europe. The appeal ofthe wealthy European Union is apparent. Access to the largest market in the world, investment,modern technologies and generous regional funds give a hope that by joining the EU the WesternBalkans countries will join the rich club. At the moment performance of the Western Balkancountries does not guarantee that they will become rich by joining the European Union. Theircurrent production and trade structure makes it likely that the Western Balkan countries will belocked in inter-industry trade in which they will export products of low and medium technologicaland developmental level and import products of high technological and developmental level. Thismight lead to divergence rather than convergence between them and the European Union. Inother to overcome this problem the Western Balkan countries need to conduct radical reformsin the public sector, fiscal policy, industrial trade and investment policy. They also need to tacklecorruption, simplify administrative procedure, strenghten property rights and the lawful state. Allthis with the aim to change economic structure and shift from achievements of the second andthird to fourth technological revolution. Only if these reforms are successfuly implemented theWestern Balkan countries can hope to avoid the Greek scenario and possibly experience the Irishscenario.
The author argues that in the debates about "democratic transition" of post- socialist societies the importance of development of state of law for the formation of democracy has not been sufficiently accounted for. The absence of state of law results in the formation of authoritarian structures of politi power which in the long run obstruct the process of democratization. Those structures include the concentration of political power in the hands of charismatic leaders, the transformation of political into economic power, the formation of clientelist structures, the development of a system of privileges and corruption, and the break-down of the state monopoly of the means of violence, resulting in the "refeudalization" of political power. In conclusion the author describes two developmental options for the post-socialist societies: the formation of a "Latin American" type of authoritarian-populist regimes or the gradual transformation towards a Western type of state of law and liberal democracy, initiated by the pressures from the international environment and internal forces. (SOI : PM: S. 85)
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"
