The paper analyzes the strategic documents that the Government Serbia adopted in the period from 2008 through 2011, from the point of the extent to which basic ideas and principles of sustainable development are present in those strategies. By adopting the National Strategy for Sustainable Development in 2008 the Republic of Serbia has accepted that sustainable development becomes its permanent development orientation and of course one of the prerequisites for entry into the family of modern European states. However, given the symbolist, traditional and declarative approach to the concept of sustainable development, it can be established that most the adopted strategic documents, that is, national strategies are not essentially, but only formally, in line with the National Strategy for Sustainable Development. The reasons are certainly found in the fact that the state, that is, the administrative structure, did not understand the essence of sustainable development and the opportunities it provides. Although the idea of sustainable development should be approached from a critical standpoint, there is no doubt that by its political ignorance in the politics of the Serbian government it loses the necessary and costly time needed to strengthen the process of modernization and ecologisation of the society in Serbia.
U radu se razmatra ekološko obrazovanje u Srbiji, kroz analizu trenutnog stanja, ukazivanje na ključne probleme u ovoj oblasti i moguće pravce daljeg razvoja. U prvom delu rada dat je prikaz razvoja ekološkog obrazovanja u našoj zemlji sa naglaskom na ključne faze u ovom procesu. Put razvoja ekološkog obrazovanja u Srbiji kretao se od izrazitog antropocentrizma i antagonizma između čoveka i prirode, preko umerenog antropocentrizma sa primesama ekoncentrizma, do dominantnog ekocentrizma. Primetno je da razvoj ekološkog obrazovanja u našoj zemlji kasni bar jednu deceniju u odnosu na društvene okolnosti, što otvara brojne implikacije za obrazovni sistem i društvo u celini. Kada je u pitanju nastavni proces, analiza stanja pokazuje pomake koji su učinjeni implementiranjem novih sadržaja iz oblasti ekologije i održivog razvoja u postojeće predmete, kao i uvođenjem izbornih predmeta koji se odnose na ekološko obrazovanje. Pomaci su učinjeni i u domenu vannastavnih aktivnosti koje su obogaćene sadržajima iz oblasti ekologije, kao i u okviru obrazovnih politika škola, uvođenjem posebnih rubrika u školske programe kojima se definišu planirane aktivnosti iz ove oblasti. U drugom delu rada napravljen je osvrt na ključne probleme do kojih se došlo analizom postojećeg stanja u oblasti ekološkog obrazovanja. Kao največi problem izdvaja se primetni jaz između usvojenog znanja iz oblasti ekologije i individualnog delovanja pojedinca u svakodnevnom životu u pravcu očuvanja životne sredine. Pored toga, u nastavi se još uvek u nedovoljnoj meri primenjuju interdisciplinarni pristup i projektna nastava zasnovana na istraživanju čiji je doprinos u učenju ekoloških sadržaja potvrđen u nalazima brojnih istraživanja. U trećem delu rada date su preporuke za dalji razvoj ekološkog obrazovanja u našoj zemlji koje se prevashodno odnose na način učenja ekoloških sadržaja u okviru škole i koje imaju važne implikacije za kreatore obrazovnih politika, lidere u školama i praktičare. Na prvom mestu, škole bi trebalo da budu usmerene na stvaranje mogućnosti za istinski, receptivni i refleksivni odnos učenika sa prirodom. To bi značilo da se u procesu učenja ekoloških sadržaja primene pristupi čiji je uspeh već potvrđen, poput interdisciplinarnog pristupa i projektne nastave. Ostvarivanju ovog cilja pomoglo bi i intenziviranje vannastavnih aktivnosti kroz unapređivanje već postojećih (ekskurzije, nastava u prirodi) kao i uvođenjem novih, na primer ekoloških kampova i drugih organizovanih aktivnosti u prirodi koje podrazumevaju veću angažovanost učenika. Na taj način bi bilo omogućeno da se znanja stečena u nastavi povežu sa neposrednim iskustvom u prirodi. Time bi se podigao kvalitet dobijenih znanja iz ove oblasti, a ostvario bi se i pozitivan uticaj na voljni i emocionalni aspekt ličnosti učenika, što bi vodilo ka njihovoj većoj svesti o potrebi zaštite životne sredine, kao i njihovoj većoj participaciji u konkretnim aktivnostima koje se tiču očuvanja prirode i njenih resursa. Na kraju, ukazano je na važnost finansijskog aspekta, pa se kao preporuka za obrazovnu politiku ističe da su potrebna veća ulaganja kako bi škole mogle dobijena sredstva da iskoriste za podizanje svojih kapaciteta u oblasti ekološkog obrazovanja, obogaćivanje nastavnih resursa, kao i za obučavanje nastavnog kadra. ; The paper deliberates environmental education in Serbia by analysing the current situation, pointing to key problems in this area and potential trends of further development. The first part of the paper is an overview of environmental education development in our country with an emphasis on key stages in this process. The developmental path of environmental education in Serbia has unfolded from strong anthropocentrism and antagonism between the man and nature, through moderate anthropocentrism with hints of ecocentrism, to dominant ecocentrism. It is obvious that development of environmental education in our country is at least a decade late vis-à-vis social circumstances, which opens a number of implications for education system and overall society. With regard to teaching process, the current situation analysis reveals the progress made by implementing new contents from the fields of ecology and sustainable development in the existing subjects, as well as by introducing elective courses related to environmental education. The progress has also been made in terms of extracurricular activities that have been enriched with ecology contents, as well as within educational policies of schools by introducing special sections in the school curricula that define planned activities in this field. The second part of the paper focuses on the key issues arising from the analysis of current situation in environmental education. The greatest problem is an apparent gap between acquired ecology knowledge and the individual's actions in everyday life regarding environmental protection. In addition, the interdisciplinary approach and research-based project teaching whose contribution to learning the environmental contents has been acknowledged by results of numerous studies are still not adequately applied in teaching. The third part of the paper provides recommendations for further development of environmental education in our country. They primarily refer to the way environmental education is taught in school and have important implications for education policy makers, school leaders and practitioners. Primarily, the schools should aim at creating opportunities for genuine, receptive and reflective relationship of students with nature. This would mean using already validated approaches to learning of environmental contents, such as interdisciplinary approach and project-based teaching. Intensifying the extracurricular activities through improvement of already existing activities (excursions, outdoor classes) and introduction of new ones, for example eco-camps and other organized outdoor activities involving a greater student engagement, would also help in achieving this goal. In this way the correlation between the classroom-obtained knowledge and immediate experience in nature would be enabled. This would improve the quality of knowledge from this field, and have a positive effect on wilful and emotional aspect of students' personality. This would also lead to their greater awareness of the need for environmental protection, as well as their greater participation in particular activities related to conservation of nature and its resources. Finally, the importance of financial aspect is underlined and the recommendation for education policy refers to requirement for greater investments. In this way, the schools could use the received funds for increasing their environmental education capacities, improving the teaching resources and training the teaching staff. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"
Пољопривреда са производњом хране је једна од најважнијих стратешких грана привреде која има за циљ производњу и снабдевање становништва квалитетном и безбедном храном. Oрганскa пољопривредa и производњa хране датира са почетка 20. века када се због прекомерне, неконтролисане и нестручне употребе хемијских средстава у производњи хране јавила потреба за алтернативним поступцима. Према дефиницији, коју даје Codex alimentarius oрганска пољопривреда је холистички систем управљања производњом хране, којим се избегава употреба вештачких ђубрива, пестицида и генетски модификованих организама, смањује загађење ваздуха, земљишта и воде, и оптимизује здравље и продуктивност биљака, животиња и људи. Заснива се на четири принципа: принцип здравља, екологије, правичности и бриге. Органска производња са једне стране обезбеђује јавна добра, која доприносе заштити животне средине и добробити животиња, а са друге доприноси развоју сеоских подручја (Регулатива ЕC 834/2007). Површине под органском производњом у Републици Српској у 2019.години су износиле око 560 ha (обрадива површина, ливаде, пашњаци), односно само 0,06 % од укупне обрадиве површине. Број сертификованих произвођача хране у Републици Српскоj варира из године у годину, али се креће до 50. Циљ рада је да се укаже на значај органске производње и могућност пласирања хране на тржишту Европске уније и других развијених земаља. Биће описано која висококвалитетна храна се органски производи у Републици Српској, сертификација производње, законска и подзаконска регулатива која се примењује, као и подстицајне мере које су значајне да би се органска производња унапредила у Републици Српској. ; Agriculture accompanied by food production is one of the most important strategic branches of the economy, it has the production and supply of quality and a safe food. The idea of organic agriculture and food production dates back to the 20th century, when due to excessive, uncontrolled and unprofessional use of chemicals in food production, appeared a need of an alternative procedures. Organic farming is an integrated system of high quality food production based on the highest environmental practices that are socially accepted and economically profitable. According to the definition given by the Codex alimentarius, organic agriculture is a holistic food production management system that avoids the use of fertilizers, pesticides and genetically modified organisms, reduces air, soil and water pollution, and optimizes the health and productivity of independent plant, animal and human communities. It is based on four principles: the principle of health, ecology, fairness and care. Organic production, on the one hand provides public goods, which contributes to the protection of the environment and animal welfare, and on the other hand contributes to the development of rural areas (EC Regulation 834/2007). Areas under organic production in the Republic of Srpska in 2019 amounted to about 560 ha (arable land, meadows, pastures), which is only 0.06% of the total arable land. The number of certified food producers in the Republic of Srpska varies from year to year, but ranges up to 50. The aim of this paper is to point out the importance of organic production and the possibility of placing food at the market of the European Union and other developed countries. It will be described which high-quality food is organically produced in the Republic of Srpska, production certification, applicable laws and regulations, as well as incentive measures that are important to improve organic production in the Republic of Srpska.