Suchergebnisse

U radu se razmatraju promene koje su nastale poslednjih decenija u obrazovnoj politici Rusije, a koje se tiču razvijanja informatizacije obrazovne sredine. Prelazak na novi postsovjetski model sistema visokog obrazovanja, zasnovan na evropskim standardima, doveo je do promena u odnosu nastavnik–student, što se odnosi i na veću samostalnost u radu studenata i smanjenje angažovanja nastavnika i vremena koje je određeno za komunikaciju studenata sa nastavnicima. Značajan deo u sistemu ocenjivanja znanja sprovodi se putem testiranja. Ukazuje se na negativne posledice ovih promena koje se reflektuju na kvalitet budućih stručnjaka, s obzirom da interakciju u komunikaciji sa nastavnicima zamenjuju kompjuteri, odnosno formalno popunjavanje zadataka bez adekvatne refleksije. Uspon informatizacije obrazovne sredine u Rusiji preti značajnim nestankom celog niza profesija, kao i povećanjem broja nazaposlenih. Imajući u vidu značaj koji digitalne tehnologije imaju na razvoj ekonomije i privrede zemlјe, njenu odbrambenu sposobnost i političke procese, ukazuje se na potrebu za usklađivanjem obrazovanja sa potrebama na tržištu rada, kao i na potrebu da se obrazuju novi profili stručnjaka koji će biti sposobni da upravlјaju kompleksnom savremenom tehnikom, uređajima i robotima kako bi država sačuvala svoje pozicije na svetskom nivou. Naglašava se nedostatak interakcije i saradnje između strukovnih univerziteta sa poslodavcima i naučnim institucijama, što dovodi do smanjenja kvaliteta obrazovnih procesa, koji se najpre odnose na praktičnu osposoblјenost stručnjaka. Na osnovu analize problema u informaciono-obrazovnoj sredini koji su prikazani u ovom radu možemo da zaklјučimo da je neophodno razmotriti načine primene informaciono-komunikacione tehnologije u funkciji unapređivanja obrazovnog sistema. Naime, savremena obrazovna sredina mora da obuhvata sistem organizaciono-metodičkih, softverskih i drugih tehničkih sredstava za čuvanje, obradu i prenošenje informacija koja obezbeđuju brži pristup materijalima, među kojima je i stručna literatura. Takva sredina je pogodna za interaktivnu komunikaciju nastavnika sa studentima i time doprinosi efikasnijem učenju i pobolјšanju uvida nastavnika u samostalan rad studenta. Informaciono-obrazovna sredina se izgrađuje kao integrisani multikomponentni sistem pomoću koga se može napraviti selekcija na različitim nivoima. Razumevanje odlučujuće uloge informacija u evolucijskim procesima prirode i društva dovodi do otkrića potpuno nove, informacione slike sveta koja se značajno razlikuje od tradicionalnog tehnokratskog pristupa koji dominira u nauci. ; The work deliberates the changes that occurred in Russian educational policy in the last decades, concerning development of informatization of educational environment. Transition to the new post-soviet model of high education based on European standards led to changes in the teacherstudent relationship. These changes involve a greater independence in work for students and reduced engagement of a teacher and the amount of time intended for communication between students and teachers. A major part of knowledge assessment is performed via tests. It points to negative consequences of these changes that are reflected in the quality of future experts, as the interaction in communication with teachers is replaced by computers i.e. formal fulfilment of tasks without adequate reflection. The rise of informatization in Russian educational environment may jeopardise a significant number of professions and increase number of unemployed. Having in mind the significance of digital technologies for the development of the country's economy and industry, its defence capability and political processes, it points to the need for harmonization of education with the labour market needs as well as the necessity to educate new profiles of experts who will be capable of managing complex modern technical solutions, devices and robots so as to enable the country to preserve its global position. It stresses the lack of interaction and cooperation between vocational universities and employers and scientific institutions, which leads to decline in quality of educational processes, primarily regarding the know-how of experts. Upon analysing the problems in information-educational environment as presented in this paper, we can conclude that it is necessary to look into the ways of implementing the information and communications technologies for the sake of improving the educational system. Namely, modern educational environment has to include the system of organizational and methodical, software and other technical methods for storing, processing and transmitting the information which provide faster approach to resources, professional literature included. Such environment is suitable for interactive communication between teachers and students and contributes to a more efficient learning and a better teacher's insight into the student's independent work. Information-educational environment needs to be formed as an integrated multicomponent system, acting as a means for making selection at different levels. Comprehension of decisive role of information in evolution processes of the nature and society leads to discovery of a completely new, informational concept of the world, which differs a great deal from the traditional technocratic approach prevailing in science. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"

Cilj rada je kritička ananliza konceptualizacije motivacije za obrazovanjem u političkim dokumentima Evropske unije. Na primeru serije objavljenih Komunikacija Evropske komisije u poslednje dve decenije sagledavaju se ključne karakteristike konceptualizacije motivacije za visokim obrazovanjem. S obzirom na to da Evropska komisija nema legislativna ovlašćenja nad sistemima obrazovanja država članica, ona svoj uticaj može ostvariti pomoću organizovanih političkih inicijativa i iznošenjem svog mišljenja. Komunikacije Evropske komisije predstavljaju značajan vid javnog promovisanja mišljenja, vizija i vrednosti EU u politici visokog obrazovanja. Analizom sadržaja sedam objavljenih Komunikacija u periodu od 2003. do 2018. godine može se zaključiti da obrazovna politika Evropske unije tematizuje problem motivacije za visokoškolskim obrazovanjem prevashodno instrumentalno, kao deo ekonomske agende razvoja društva. Prećutno se podrazumeva dominacija spoljašnje motivacije u sistemu visokog obrazovanja. Visoko obrazovanje se shvata kao usluga, student kao korisnik obrazovnih usluga, a problem individualne motivacije za obrazovanjem konceptualizuje se kao investiranje u ljudski kapital. Sa stanovišta obrazovnih institucija, motivacija za obrazovanjem se razmatra kao problem ponude obrazovnih usluga i usklađivanja sa aktuelnim i budućim potrebama tržišta rada. Vrednost visokog obrazovanja u celini razmatra se iz ekonomske perspektive. Pedagoške implikacije svođenja složenog procesa motivacije za obrazovanjem u okviru celokupnog sistema visokog obrazovanja na instrumentalne spoljašnje podsticaje može se opisati kao redukcionizam, odnosno zanemarivanje mnogostrukih motiva i vrednosti koji visoko obrazovanje čine socijalno poželjnim i individualno potrebnim. ; The aim of this paper is a critical analysis of conceptualization of motivation for education in the European Union political documents. The key characteristics of conceptualization of motivation for higher education are deliberated on the example of a collection of published European Commission Communications in the past two decades. Given that the European Commission has no legislative powers over education systems of the member states, it exerts its influence through instruments of organized policy initiatives and expression of its opinions. European Commission Communications represent an important form of public promotion of EU opinions, visions, and values in higher education policy. By analysing the content of seven published Communications in the period from 2003 to 2018, it can be concluded that in the European Union educational policy, the problem of motivation for higher education is perceived primarily instrumentally, as a part of economic agenda of society development. Dominance of external motivation in the higher education system is tacitly assumed. Higher education is understood as service, the student as user of educational services, and the problem of individual motivation for education is conceptualized as investment in human capital. From the point of view of educational institutions, motivation for education is perceived as the problem of offering educational services and harmonization with current and future needs of the labour market. The value of higher education as a whole is considered from economic perspective. Pedagogical implications of reducing a complex process of motivation for education in the entire higher education system to instrumental external incentives, can be described as reductionism, i.e. neglect of multiple motives and values that make higher education socially desirable and individually necessary. ; Knjiga rezimea, 25. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa" ; Book of abstracts / 25th International Scientific Conference "Educational Research and School Practice"

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"

Cilj rada je da se skrene pažnja kreatorima obrazovne politike i društvu u celini na pojavu i razvoj fenomena profesionalnog sagorevanja nastavnika u društvenom kontekstu savremene Srbije – u periodu karantina. Teorijski okvir čini tzv. JDR model, prema kom su izgaranje i posvećenost(motivisanost) suprotni polovi. Sagorevanje uzrokuje smanjivanje i gubitak motivacije. Posao nastavnika je stresan, a procenat sagorevanja je veći u odnosu na druge profesije. Nastavnici u Srbiji žive i rade u posebnoj društvenoj atmosferi u kojoj zajedno sa drugim radnim stanovništvom dele težak opšti položaj. U takvom stanju nastavnici u Srbiji su se susreli sa još jednom poteškoćom – ubrzanom realizacijom nastave na daljinu, tokom vanrednog stanja, za vreme karantina. Ovim istraživanjem pokušali smo da odgovorimo na sledeća pitanja: 1) Da li je u vreme karantina došlo do disbalansa između resursa i zahteva? 2) Da li se mogu uočiti veze između tog disbalansa i sagorevanja? 3) Kako nastavnici rangiraju značaj uzroka i posledica sagorevanja za vreme karantina? Ovo kvalitativno istraživanje je sprovedeno sa dve fokus grupe; po 10 nastavnika gimnazije, odnosno osnovne škole. Izbor je obavljen na dobrovoljnoj bazi uz preduslov da su nastavnici najpre učestvovali u evaluativnom anketiranju "Trenutno stanje u onlajn nastavi u Srbiji i regionu" Obrazovno kreativnog centra Bor, marta/aprila 2020. godine. Analiza sadržaja je ukazala na porast zahteva u odnosu na resurse, na postojanje veze između te neravnoteže i sagorevanja, kao i na postojanje jedinstvene hijerarhije uzroka i posledica, među kojima su gubitak motivisanosti i pad nivoa radnog angažmana. Zato je jako važno da nakon takvog iskustva, a uoči definisanja obrazovne strategije 2030, kretori i nosioci obrazovne politike imaju na umu ove rezultate, kako bi preduzimali mere obrazovne politike na način kojim se umanjuje mogućnost profesionalnog sagorevanja, jer ono utiče na motivaciju nastavnika a posredno i na motivaciju učenika. ; The aim of this paper is to draw the attention of the creators of educational policy, and society in general, to emergence and development of the phenomenon of professional burnout of teachers in the social context of modern Serbia, during the quarantine period. The theoretical framework is the so-called JD-R (Job Demands-Resources) model, according to which burnout and work engagement (motivation) are at the opposite poles. Burnout causes a decrease and loss of motivation. Teaching is stressful, and the percentage of burnout is higher compared to other professions. Teachers in Serbia live and work in a special social atmosphere in which they share a difficult general position with the rest of the working population. In such a situation, teachers in Serbia encountered another difficulty - the accelerated implementation of distance learning in a state of emergency during quarantine. With this research, we tried to answer the following questions: 1) Was there an imbalance between job demands and resources during quarantine? 2) Is the relation between such imbalance and burnout noticeable? 3) How do teachers rank the significance of causes and consequences of burnout during quarantine? This qualitative research was conducted with two focus groups consisting of 10 highschool teachers in one and 10 primary-school teachers in the other group. The selection was made on a voluntary basis. However, it was recommended that the teachers had first participated in the evaluation survey "Current situation in online teaching in Serbia and the region", conducted by Educational and Creative Centre Bor, in March / April 2020. Content analysis indicated an increase of imbalance between job demands and resources, a link between such imbalance and burnout, and a unique hierarchy of causes and effects, including loss of motivation and declining levels of work engagement. For this reason, it is very important that after such experience, and before defining the 2030 educational strategy, creators of educational policy keep in mind these results so as to take educational policy measures in a manner which shall reduce the possibility of burnout because it affects teacher motivation and, indirectly, student motivation, as well. ; Knjiga rezimea, 25. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa" ; Book of abstracts / 25th International Scientific Conference "Educational Research and School Practice"

This paper analyzes the demographic potential of the Nišava District at the administrative level of municipality. It is shown through the analysis of the selected indicators: numerical trends and age structure of the population. The main demographic processes that characterize the observed district are the overall depopulation (the decrease of the total population) and the aging of the population. Due to this, the change in the population numbers according to previous censuses has been investigated in order to determine its intensity in different periods. Some population characteristics such as the age of the population, the aging index, the age coefficient, the young population contingent (0-19) and the old population continent (60 and over) as well as the fertile and labor contingent have been used to represent the age structure. The changes in the educational structure are considered in interaction with the processes of depopulation and demographic aging. This has been an attempt to determine the degree of correlation between demographic processes and the education level of the population. The results of the analysis of the demographic potential point to spatial disparity of the Nišava District. Unfavorable demographic processes, extreme depopulation and aging of the population of this district have had a large influence on the weakening of the demographic basis and the decrease in the overall potential of the observed district. The mutual dependence of the process of depopulation and pronounced changes in the age structure towards ever increasing aging of the population has created a vicious cycle which leads to unfavorable and unstoppable demographic changes in this area.

U radu se razmatra doprinos inkluzivnog obrazovanja i njegovi potencijalni efekti na razvoj celokupnog društva, obrazovnih institucija i pojedinaca. Ukazuje se na ključne pozitivne promene u društvu koje se opredelilo za sprovođenje inkluzivnog obrazovanja: (a) unapređivanje zakonske regulative u pravcu obezbeđivanja dostupnosti, pravednosti i jednakosti u ostvarivanju prava dece i odraslih sa teškoćama u razvoju; (b) povezivanje i saradnja različitih društvenih sistema i institucija i (v) finansijska dobrobit koja se ostvaruje korišćenjem dostupnih resursa redovnih obrazovnih institucija za obrazovanje dece sa teškoćama u razvoju. Naglašavaju se značajne promene koje se usled realizacije inkluzivnog obrazovanja dešavaju unutar obrazovnih institucija, a koje pored unapređivanja obrazovne politike i kulture škola obuhvataju i promene na nivou nastavne i vannastavne prakse. Promene na nivou obrazovnih institucija razmatraju se i iz perspektive ključnih aktera i koristi koje oni imaju od realizacije inkluzivnog obrazovanja. Naglašava se potencijal koji inkluzivno obrazovanje, kao prirodno okruženje, ima za razvoj i učenje dece sa teškoćama u razvoju i otkrivanje njihovih očuvanih sposobnosti. Ukazuje se na važnost ovakvog okruženja za podsticanje tolerancije, uvažavanja različitosti i empatičnosti kod ostale dece u odeljenju. Poseban osvrt dat je na promene koje se odnose na nastavnika i njegovu praksu, kako na nivou stavova i pedagoških uverenja, tako i u domenu novih znanja i kompеtencija. Kvalitet realizacije inkluzivnog obrazovanja i njegovi potencijalni efekti na razvoj društva, obrazovnih institucija i pojedinaca razmotreni su kroz prizmu različitih prepreka, problema i otežavajućih okolnosti. ; The paper deliberates positive effects of inclusive education and its potential influence on development of entire society, educational institutions and individuals. It indicates key positive changes in the society which opted for inclusive education: (a) improvement of legislation towards providing availability, fairness and equality for children and adults with disabilities in exercising their rights; (b) networking and cooperation between different social systems and institutions; (c) financial benefit gained by using the available resources provided by the regular educational institutions for education of children with disabilities. It stresses the important changes that occur inside the educational institutions due to inclusive education which, in addition to improving educational policy and mind-set in schools, include changes in curricular and extra-curricular practices. The changes in educational institutions are also deliberated from the standpoint of key participants and their benefits from inclusive education. It stresses the potential which the inclusive education, as natural environment, has in development and learning of children with disabilities and in revealing their preserved abilities. It points to importance of such environment in nurturing tolerance, respect for diversity and empathy in other children in the classroom. A special emphasis is put on the changes that concern teachers and their practice, both in their attitudes and pedagogical beliefs and in the domain of new skills and competences. The quality of implementation of inclusive education and its potential effects on development of society, educational institutions and individuals are deliberated through the prism of various obstacles, problems and difficulties. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"

Standardi kompetencija direktora ustanova obrazovanja i vaspitanja u Srbiji (2013), kao i zakonska regulativa koja se odnosi na direktore, propisuju kompleksne i raznovrsne uloge i zadatke. Novija istraživanja u oblasti obrazovnog liderstva pokazuju da su direktori veoma opterećeni, zbog čega im je posebno teško da uspostave ravnotežu između dve najvažnije uloge: pedagoškog lidera i menadžera škole. Cilj ovog rada je da utvrdimo da li je pomenuti problem, na koji direktori ukazuju, nov ili je postojao i u prošlosti. S tim u vezi, analizirale smo radove o direktorima škola koji su objavljeni u časopisu Nastava i vaspitanje u periodu od početka izlaženja časopisa (1951. godine) do osamdesetih godina 20. veka. U tekstovima smo tragale za opisima uloga direktora, za sadržajem zadataka putem kojih se ove uloge ostvaruju, kao i za iskazima autora koji potencijalno ukazuju na problem balansa između dve najvažnije uloge. Na osnovu analize sadržaja 14 tekstova utvrdile smo da su autori značajno više pažnje posvetili razmatranju pedagoško-instruktivne uloge direktora, nego razmatranju uloge direktora kao menadžera škole. Pedagoško-instruktivnu ulogu opisuju kroz sledeće zadatke: planiranje i programiranje nastavnog procesa, posete časovima, praćenje rada nastavnika i pružanje neophodne pomoći posebno mlađim nastavnicima, praćenje učeničkog znanja i napredovanja, planiranje i organizacija individualnog i kolektivnog stručnog usavršavanja nastavnika, stvaranje uslova za efikasnu saradnju sa školskim pedagogom i tako dalje. Na osnovu istraživanja i iskustava iz školske prakse autori su ukazivali na to da je pedagoška uloga direktora zapostavljena, zbog njihove opterećenosti poslovima koji pripadaju menadžerskoj ulozi. Pored toga, ukazivali su i na nedostatak istraživanja u oblasti pedagoškog liderstva, kao i na potrebu za organizovanjem seminara koji bi se programski zasnivali na stvarnim interesovanjima i potrebama direktora škola. Dakle, rezultati naše analize upućuju na relativno dug vremenski period postojanja sličnih problema u oblasti obrazovnog liderstva u Srbiji, što bi trebalo da predstavlja dodatni podsticaj za istraživače i kreatore obrazovnih politika u pronalaženju adekvatnih strategija podrške direktorima škola u balansiranju ključnih uloga. U radu se diskutuje o rešenjima – kao što su distributivno liderstvo, mentorstvo i facilitacija prilikom uvođenja novih direktora u posao – koja su se u drugim obrazovnim sistemima pokazala kao efektivna za unapređivanje kvaliteta rada škole. ; Standards of competencies for principals of educational institutions in Serbia (2013), as well as the legislation related to principals, stipulate complex and diverse roles and tasks. Recent research in the field of educational leadership shows that principals are overburdened, and therefore have difficulties in balancing out the two most important roles: of educational leader and school manager. The objective of this paper is to determine whether this problem, signalled by the principals, is new or has existed in the past as well. In this regard, we analysed the articles on principals published in the journal Teaching and education from the beginning of its publication (1951) till 1980s. In the articles, we searched for descriptions of the principals' roles, the content of their professional tasks, as well as for authors' statements that potentially point to the problem of balancing the two most important roles. Based on the content analysis of 14 articles, we found that the authors paid much more attention to educational and instructive role of the principal than to the principal's role of a school manager. They describe the educational and instructive role through the following tasks: planning and programming of the teaching process, visits to classes, monitoring the work of teachers and providing necessary assistance particularly to younger teachers, monitoring of students' knowledge and progress, planning and organization of individual and collective in-service teacher trainings, creating conditions for efficient cooperation with a school counsellor and so on. Based on the research and experience from the school practice, the authors indicated that the educational role of principals was neglected due to burden of tasks belonging to managerial role. In addition, they pointed to the lack of research in the field of educational leadership, as well as to the need for organizing seminars which would be topically based on real interests and needs of principals. Therefore, the results of our analysis point to a relatively long period of similar problems in the field of educational leadership in Serbia, which is supposed to provide additional motivation to researchers and educational policy makers for finding adequate strategies for supporting the principals in balancing their key roles. The paper discusses solutions - such as distributed leadership, mentoring, and facilitation in introducing new principals into job - that have proven effective in other education systems in improving quality of school's operation. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"

Imajući na umu da je Strategijom razvoja obrazovanja u Srbiji primećeno da u obrazovanju u Srbiji postoji "problem sa pravednošću" i da je kao jedan od ciljeva razvoja obrazovanja navedeno stvaranje "socijalno pravičnog društva", u ovom radu se preispituje u kojoj meri su donošenje Zakona o dualnom obrazovanju i javno insistiranje na ekspanziji ovog vida obrazovanja koraci usmereni ka smanjenju nejednakosti. Oslanjajući se na ideje različitih francuskih sociologa obrazovanja (Burdije, Budon, Bodlo i Estable), kroz rad se ispituje u kojoj meri dualno obrazovanje otvara prostor za izjednačavanje obrazovnih šansi i uspostavljanje pravičnijeg društva. Iz teorijskih uvida spomenutih autora koji se tiču povezanosti klasnih struktura sa obrazovnim šansama, može se zaključiti da svako "grananje" unutar obrazovnog sistema doprinosi većim nejednakostima, o čemu eksplicitno govori Rejmon Budon. Odlike dualnog obrazovanja podsećaju na "primarno zanatsko" obrazovanje o kojem govore Bodlo i Estable koji pokazuju da je ovakvo obrazovanje predviđeno za učenike iz neprivilegovanih društvenih slojeva kojima se kroz ovaj vid obrazovanja ograničava mogućnost vertikalne društvene pokretljivosti. Analizirajući različite interesne optike aktera, Burdije smatra da opšte obrazovanje, nasuprot obuci u firmi, radnicima daje određeni vid slobode, jer ih čini manje vezanim za jedno preduzeće. Školski sistem povezan sa industrijom, prema mišljenju ovog autora, oblikovan je interesima poslodavaca i suprotan je interesima radnika, jer čini društvo manje pravičnim umanjujući šanse za vertikalnu i horizontalnu društvenu pokretljivost. Na osnovu navedenog se može zaključiti da dualno obrazovanje ne doprinosi smanjenju društvenih nejednakosti, te da bi u cilju stvaranja pravičnijeg društva od ovakvih obrazovnih politika trebalo odustati. ; Bearing in mind that the Strategy for Education Development in Serbia perceives the existence of a "justice issue" in education in Serbia, and that one of the stated goals of education development is creating a "socially just society", this paper explores to which extent adopting the Law on Dual Education and public insistence on expansion of this mode of education are the steps towards reducing injustice. Relying on the ideas of different French sociologists of education (Bourdieu, Boudon, Baudelot and Establet), the paper examines to which extent dual education opens up the space for balancing educational opportunities and establishing a more just society. From theoretical insights of the aforementioned authors regarding the relation between class structures and educational opportunities, it can be concluded that any "branching" within an educational system contributes to greater inequalities, as explicitly asserted by Raymond Boudon. The characteristics of dual education correlate to the "primary professional" education mentioned by Baudelot and Establet, illustrating that such education is intended for students from underprivileged social strata, who have limited opportunities for vertical social mobility due to this kind of education. By analysing various interest optics of the actors, Bourdieu finds that general education, as opposed to company training, provides workers with a certain form of freedom because it makes them less attached to a single company. The school system associated with industry, in the opinion of this author, is shaped by the interests of employers and contrary to the interests of workers, as it makes society less fair by reducing the chances of vertical and horizontal social mobility. Based on the above, it can be concluded that dual education does not contribute to reducing social inequalities, and that in order to create a fairer society, such educational policies should be abandoned. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"

This article deals with problems of poverty in Croatian society. The introductory part points out the economic and political circumstances in which the poverty of a considerable number of citizens becomes an important social problem. In the next part, concepts of absolute, relative and subjective poverty are defined. This is followed by an overview of the results of research into the extent of absolute and relative poverty in Croatian society conducted from 1998 to 2009. The results show that the rate of relative poverty basically remained the same throughout the above-mentioned period. Furthermore, it is shown that the risk factors causing citizens' poverty are the following: low level of education, unemployment, low retirement pensions, old age, and large number of children in the family. The author concludes that the Croatian government neither developed nor carried out any systematic and efficient plan of fighting poverty in Croatian society. Adapted from the source document.

In the period 1945-1950, the oldest educational and cultural organization of the Croatian peasantry, "Seljacka Sloga" (Peasant Unity), renewed its work throughout Croatia and Bosnia and Hercegovina. In terms of the extent of the organization, the number of local branches (over 600) approached the prewar figure, and an equally respectable number of people (over 60,000) participated in the various educational and cultural activities it offered. These activities primarily followed traditional patterns: instruction in reading and writing, advice on economic and health issues, promotion and preservation of cultural customs and heritage, and assistance to amateur peasant artists of all kinds. But the very existence and work of the organization in this period was in large part determined by the political objectives of the new socialist government, which saw in the organization's activities the possibility of strengthening its influence in the countryside. is thus possible to conclude that "Sloga" at this time was made an instrument of politics, and this shaped the content of its work and determined the nature of its organization. The new government forced "Sloga" to join the pro-communist National Front and make its policies according to the set principles of, at first, national democracy, and later, socialism. The leaders of "Sloga" were under constant pressure from the state. Nonetheless, the author concludes that the "Sloga" played an important role in the postwar era, a time of extreme poverty, when other institutions did not exist. In the countryside, its revived cultural and educational activities satisfied basic needs. (SOI : CSP: S. 146)

The author discusses the history of Croatian teaching in the Independent State of Croatia, a topic seldom written about up to now. For the first time a short review of the organization of the secondary school education in Zagreb during the World War Two is presented, and particularly the development of Croatian educational concepts and practice in the Independent State of Croatia. (SOI : CSP: S. 567)

Im Mittelpunkt der Untersuchung steht das Konzept der Neuen Internationalen Informationsordnung. Der Autor befaßt sich insbesondere mit dem Problem der ungleichen Entwicklung der Informationsmittel und der Kommunikationsmöglichkeiten in der Welt. Nach seiner Ansicht würde die internationale Informationsordnung eine Rechtsgrundlage für die Beseitigung von Ungleichheiten im Bereich der Kommunikationen schaffen und darüber hinaus zur Verwirklichung der Informationsfreiheit beitragen. (BIOst-Klk)

U radu ćemo predstaviti karakteristike nastave retorike kao obaveznog izbornog predmeta u devetom razredu osnovne škole u Sloveniji. Ovaj predmet predstavlja jedinstveni obrazovni element jer u drugim evropskim obrazovnim sistemima (kao ni i drugde u svetu) nisu na osnovnoškolskom nivou upoznati s nezavisnim predmetom koji bi učenike sistematski učio principima uspešnog ubeđivanja sagovornika. Nakon kratkog predstavljanja okolnosti uvođenja predmeta retorike u školski program slovenačkih osnovnih škola, predstavićemo njegove pedagoške karakteristike i ukazaćemo na neke specifičnosti njegovog praktičnog sprovođenja od 1999. godine do danas. Glavni fokus u drugom delu našeg rada biće predstavljanje rezultata projekta "Razvoj teorijskih osnova i praktičnih smernica za nastavu retorike u osnovnoj i srednjoj školi" koji se od 2018. godine realizuje u Pedagoškom institutu u Ljubljani. Prikazaćemo osnovne (sadržajne i didaktičke) pravce razvoja nove verzije nastavnog plana i programa za nastavu retorike u osnovnoj školi. Ovim nastojimo da pokažemo kako retorika, kao sastavni deo osnovnog obrazovanja, ne predstavlja dodatni balast ili teret, već da, upravo zbog svojih jedinstvenih (tj. klasičnih) karakteristika, omogućava kritički osvrt na znanje i podstiče demokratske procese u školskoj sredini, što predstavlja jedan od ključnih elemenata razvoja učeničkih kompetencija za efikasno učešće u savremenim demokratskim kulturama. ; In the paper, we shall present the characteristics of teaching rhetoric as a compulsory elective subject in the ninth grade of elementary school in Slovenia. It represents a unique education feature, since in other European educational systems (as well as elsewhere in the world) at elementary level they are not familiar with an independent subject where pupils could systematically learn the principles of successful public persuasion. After a brief presentation of the circumstances surrounding the placement of the subject of rhetoric in the Slovenian elementary school curriculum, we shall outline its pedagogical characteristics and present some particularities of its practical carrying out from 1999 to the present day. The main focus in the second part of our paper shall be the presentation of the results of the project "Developing of theoretical bases and practical guidelines for teaching rhetoric in the primary and secondary school" which has been taking part at the Educational Research Institute Slovenia from 2018. We will demonstrate the main (content and didactic) directions of developing a new version of the curriculum for teaching rhetoric in the primary school, thus trying to show that rhetoric, seen as an integral part of the elementary education, does not represent an additional ballast or burden. On the contrary, precisely because of its unique (i.e. classical) features, it enables a critical reflection of knowledge and promotes democratic processes within the school environment, which represent one of the key elements in development of student competences for effective participation in modern democratic cultures. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"