Suchergebnisse

Počelo se sa izradom različitih standarda u obrazovanju u Srbiji, pa smo smatrali da je izuzetno važno proučiti filozofiju koja leži iza 'Pokreta Standardi' i dosadašnja iskustva sa njegovom primenom u obrazovanju. U radu se opisuje kontekst nastanka reforme obrazovanja bazirane na standardima u SAD, koja se odatle proširila na veliki deo sveta. U radu razmatramo koncepciju reforme i efekte njene primene u praksi. Glavni nalazi analize su da je neophodno razlikovati, s jedne strane, pojam standard, princip visokih i inkluzivnih obrazovnih standarda i, s druge, upotrebu standarda u jednom konkretnom kontekstu obrazovne reforme. Njihovo nerazlikovanje vodi pogrešnim koracima u obrazovnoj politici. Stavovi i osećanja protiv 'Pokreta Standardi' često su se nekritički generalizovali i na odnos prema svim standardima i prema samom pojmu standarda u obrazovanju. Mi pravimo razliku između standarda-kao-cilja i standarda-kao-sredstva u obrazovanju. Navodimo argumente za uvođenje standarda-kao-sredstva i ukazujemo na to kako oni mogu podizati kvalitet obrazovanja. Suština procene učeničkog rada trebalo bi da bude tačna ocena njihovog postignuća u odnosu na spoljni kriterijum, a ne uzajamno poređenje učenika i kompeticija. Standardi- kao-sredstvo su alatka, instrument, a ne polazna tačka iz kojih se izvode centralne organizujuće ideje i ideologija određenog kurikuluma. U poslednjem delu rada analiziramo grupe problema u dosadašnjoj izradi i upotrebi standarda u Srbiji: neslaganje eksperata oko sadržaja standarda; probleme oko kvaliteta standarda; oko primene standarda (obučenost nastavnika, obezbeđivanje procedure za merenje ostvarenosti standarda); i obezbeđivanje povratne informacije nakon primene standarda i upotreba dobijenih nalaza u obrazovnoj politici zemlje. U Srbiji postoje nužni preduslovi za razvoj i primenu standarda-kao-sredstva, ali ne postoje još uvek jasni mehanizmi za praćenje i obezbeđivanje kvaliteta svih nužnih koraka na tom putu, niti dovoljna svest o skliskim i rizičnim tačkama i načinima kako da se preduprede pojedini problemi. ; There has been the initiation of creating many different standards in education in Serbia, so we thought that it would we extremely significant to study the philosophy which is supporting 'The Movement Standards' and recent experience with their application in education. In the paper, we have described the context of the appearance of the reform of education, based on the standards in the USA, which has widened to the greater part of the world. In the paper, we are discussing the concept of the reform and effects of its application in praxis. The main findings of the analysis are that it is necessary to differ, from one side, the term standard, the principle of high and inclusive educational standards, an on the other hand the use of the standard in a definite context of the educational reform. Not being able to differentiate these two leads to wrong steps in educational politics. Attitudes and feelings against the Movement Standards are often non-critically generalized on the relation towards all the standards and the very term standard in education. We are making the difference between the standard as an aim and standard as means in education. We are giving arguments for introducing standards-as-means and showing how they can raise the quality of education. The essence of estimation of students' work should be a precise mark of their achievement in relation to the outer criterion, and not mutual comparison of students and competences. Standards-as-means are a tool, instrument, and not a starting point for central organized ideas and ideologies from the defined curriculum. In the last part of the paper, we are analyzing groups of problems in the up-to-date creating and use of standards in Serbia: disagreement of experts about the contents of standards; problems about the quality of standards, application of standards (qualification of teachers, obtaining procedures for measuring realization of standards); and obtaining feedback after the application of the standards and the use of the given findings in the educational politics of the country. In Serbia, there are necessary pre-conditions for development and application of standards-as-means, but still there are no clear mechanisms for following and obtain quality of all necessary steps in this way, and not sufficient consciousness about risky points and the ways how to prevent certain problems.

The issue of the competitive position is not only a question of growth and development, but above all, survival. On the long run, it determines the position of any country any economic entity and essentially chooses its further fate. Measured by various parameters, but special attention is drawn to the measurement of competitiveness based on the quality of the education system, the quality of staff which a country has and the state's role in creating economic policy based on competitiveness as measured by these parameters. Recognizing the growing importance of competitiveness, an analysis of competitiveness at the global level on the basis of various pillars is being introduced, and this measurement is called Global Competitivness Index. This is often the primary tool whereby states create their economic policy and identify areas that are ripe for change and improvement. What kind of economic policy a country will implemet depends on the degree of a country's competitiveness in the global market, with particular emphasis on those pillars that brought it to such a position. With strengthening of innovation, advances in information technology and the increasingly fast development at all levels of business, the education system represents an important segment which ensures competitive position of certain countries. Bosnia and Herzegovina, as a country ranked low on the competitive scale, owes its bad position inter alia to bad education system which produces low-quality staff who can not find a proper place in a very selective labour market. ; Pitanje konkurentske pozicije je ne samo pitanje rasta i razvoja, nego prije svega opstanka. To sa sobom, dugoročno posmatrano, pozicionira bilo državu bilo privredni subjekt i bitno opredjeljuje njegovu daljnu sudbinu. Mjeri se preko različitih parametara, ali posebnu pažnju privlači mjerenje konkurentnosti na osnovu kvaliteta sistema obrazovanja, kvaliteta kadrova kojim jedna država raspolaže kao i ulogom države u kreiranju ekonomske politike na osnovu konkurentnosti mjerene prema ovim parametrima. Shvatajući sve veći značaj konkurentnosti u praksu se uvodi analizu konkurentnosti na globalnom nivou preko različitih stubova, i to mjerenje naziva se Globalni indeks konurentnosti. To je često osnovni alat prema kojem države kreiraju svoju ekonomsku politiku i identifikuju područja koja su zrela za promjene i usavršavanje. Kakvu ekonomsku politiku će određena država voditi zavisi od stepena konkurentnosti zemlje na svjetskom tržištu, sa posebnim osvrtom na one stubove koji su je doveli do te pozicije. Sa jačanjem inovativnosti, napretkom u sferi informacionih tehnologija i sve bržim razvojem na svim nivoima poslovanja sistem obrazovanja, predstavlja važan segment na osnovu kojeg se ostvaruje konkurentska pozicija određene države. Bosna i Hercegovina kao zemlja koja je nisko rangirana na konkurentskoj ljestvici, svoju lošu poziciju između ostalog duguje i lošem sistemu obrazovanja, koji proizvodi nekvalitetan kadar koji ne može da nađe adekvatno mjesto na vrlo probirljivom tržištu radne snage.

The term globalisation has become a part of everyday language in business and political circles and also in education. Croatian tourism is a part of the global economy. It is very important for a small country like Croatia to recognise its environment and to define its goals and priorities. The educational system needs special attention with respect to the development strategy of Croatian tourism, through the framework of the reconstruction o f the Croatian economy and redefinition of tourism products. It is necessary to educate and train tourism professionals through full-time education programs, on-the-job education and training, and continuing education. A good education system has to be based on scientific research. Educational development needs goal-oriented research. Educational programs should be created to parallel users' needs. In the framework of education, global planning and quality curriculum development is especially dependent upon external relationships and students mobility (ECTS - system). ; Pojam globalizacije postao je dio svakodnevnog poslovnog jezika i jezika kako u političkim krugovima tako i u obrazovanju. Hrvatski turizam je dio globalne privrede. Za malu zemlju kao što je Hrvatska veoma je važno da prepozna svoju okolinu i da odredi svoje ciljeve i prioritete. Potrebno je posvetiti posebnu pozornost obrazovnom sistemu imajući u vidu razvoj strategije hrvatskog turizma pomoću sistema rekonstrukcije hrvatske privrede i redefmiranja turističkih proizvoda. Potrebno je obrazovati i trenirati turističke stručnjake pomoću potpunog obrazovnog programa, obrazovati i trenirati na radnom mjestu i nastaviti s obrazovanjem. Dobar obrazovni susutav treba se temeljiti na znanstvenom istraživanju. Razvoj obrazovanja treba biti orijetiran na cilj istraživanja. Obrazovni programi trebaju biti kreirani paralelno s potrebama korisnika. U okviru obrazovanja globalno planiranje i razvoj nastavnog plana posebno ovisi o vanjskim odnosima i mobilnosti studenata (ECTS sistem).

The quality management system at the University of Sarajevo is guided by the following principles: promotion of constant improvement of the quality of the study programmes and the application of the best educational approaches and practices. The Bologna process gives special importance to outcome based education (OBE), so learning outcomes are established as a new measure of institutional excellence, shifting a change in focus from "What should student do to successfully complete her/his studies?" to "What competences student acquired during her/his studies?" or more precisely "What can student do after finishing her/his studies?". In this paper, after basic information about outcome based education and the importance of this approach with the implementation of the Bologna process in the European Higher Education Area (EHEA), an overview of the approach to quality assurance and to study programmes improvements based on learning outcomes is given. Focus on learning outcomes enables the fundamental change of the focus from the teacher to the student, which is one of the foundations of the Standards and Guidelines for Quality Assurance in the EHEA (ESG).

Sudjelovanje u ranom i predškolskom odgoju i obrazovanju (RPOO) donosi mnogobrojne potencijalne prednosti pojedincu, ali i društvu u cjelini. U posljednjem je desetljeću potražnja za uslugama RPOO-a porasla (zemlje OECD-a). Glavni izazovi s kojima se donositelji obrazovnih politika europskih zemalja trenutačno suočavaju su pristup i kvaliteta usluga RPOO-a. Kvaliteta odgajatelja jedan je od važnijih čimbenika kvalitete RPOO-a. Stoga su autorice provele primarno i sekundarno istraživanje kvalitete odgajatelja kao značajnog čimbenika kvalitete hrvatskoga sustava RPOO-a. Kvaliteta odgajatelja mjerena je pomoću strukturnih pokazatelja kvalitete i to na dvjema razinama toga sustava (međunarodna/nacionalna razina i razina dječjeg vrtića). Istraživanje je među ostalim rezultiralo preporukama za unaprjeđenje kvalitete odgajatelja, od kojih mogu imati koristi svi dionici hrvatskoga RPOO-a. ; Participation in early and preschool education and schooling (EPES) brings numerous potential benefits to the individual, but also to society as a whole. In the last decade, the demand for EPES services has increased (OECD countries). The main challenges that the education policy makers in European countries are currently facing are the access and quality of EPES services. The quality of educators is one of the most important factors in the quality of EPES. Therefore, the authors conducted a primary and secondary research on the quality of educators as a significant factor in the quality of the Croatian EPES system. The quality of educators was measured using structural quality indicators at two levels of the system (international/national level and kindergarten level). Among other things, the research resulted in recommendations for improving the quality of educators, from which all stakeholders in the Croatian EPES can benefit.

It is well known that all educational policies promote inclusion as the major idea in a contemporary system of education. Inclusive education allows children with and without disabilities to attend the same age-appropriate classes at their local school, with additional, individually tailored support if needed. However, large equity gaps in education access and outcomes still exist between groups of children, because some marginalized groups of children experience shockingly low rates of access and learning. Children with disabilities are still faced with a lot of challenges in realizing their right to education and they are one of the most marginalized and excluded groups in education. The Croatian laws clearly indicate that disabled children have the right to an inclusive education and that schools have to provide conditions which lead to successful education of all children. A question arises, however, regarding the level at which the Law is implemented in educational practice, due to the fact that it is unknown whether the conditions for its proper implementation exist in Croatian schools. Some results of the research which was conducted in the frame of the project "Evidence-based early educational interventions" are presented in this paper. The main goals of the research are (1) to determine areas in which students with disabilities need additional support and (2) to analyse differences in the perceived inclusive dimension of the quality of educational processes, from the perspective of teachers as well as from the perspective of students, in five mainstream Croatian primary schools. The research was conducted on a sample of 97 students with disabilities and 97 of their peers without disabilities. Students and their teachers filled in two Questionnaires about students' behaviours that were developed for the purpose of the Project (the Questionnaire for students and the Questionnaire for teachers). The results suggested that students with disabilities have a need for additional support in the educational process, as well as support in developing appropriate relationships with peers. However, they do not reach the expected level of socialization and academic success, which indicates that the policy of inclusion is still not well implemented into educational practice. Different reasons for such results and suggestions for overcoming this situation are discussed. ; Dobro je poznato da sve obrazovne politike promoviraju inkluziju kao glavnu ideju svakog suvremenog obrazovnog sustava. Inkluzivno obrazovanje omogućuje djeci s teškoćama i bez njih da zajedno uče u istim razredima, u skladu sa svojom dobi, uz dodatnu, individualno prilagođenu podršku djeci koja je trebaju. Međutim, u obrazovanju još uvijek postoje velike nejednakosti u pristupačnosti obrazovanja i ishodima učenja nekih skupina djece, budući da postoje marginalizirane skupine koja doživljavaju izuzetno nisku razinu pristupačnosti obrazovanja i kvalitete učenja. Djeca s teškoćama još su uvijek suočena s mnogim izazovima u ostvarivanju svog prava na obrazovanje i ona u tom smislu predstavljaju jednu od najmarginaliziranijih i isključenih skupina. U hrvatskom je zakonodavstvu jasno naglašeno da djeca s teškoćama imaju pravo na inkluzivno obrazovanje i da su škole dužne osigurati uvjete koji vode uspješnom obrazovanju sve djece. Pitanje se, međutim, postavlja u odnosu na razinu u kojoj se zakon provodi u odgojno-obrazovnoj praksi, budući da je nepoznato postoje li uvjeti za njegovu primjerenu primjenu u hrvatskim školama. U ovom je radu prikazan dio rezultata istraživanja koje je provedeno u sklopu projekta "Rane odgojno-obrazovne intervencije temeljene na pokazateljima uspješnosti". Osnovni ciljevi istraživanja su (1) utvrditi područja u kojima učenici s teškoćama trebaju dodatnu podršku i (2) analizirati razlike u doživljenoj inkluzivnoj dimenziji kvalitete obrazovnog procesa iz perspektive učitelja i iz perspektive učenika, u pet hrvatskih redovnih osnovnih škola. Istraživanje je provedeno na uzorku od 97 učenika s teškoćama i njihovih 97 standardno razvijenih vršnjaka. Učenici i njihovi učitelji ispunili su dva upitnika o ponašanju učenika koji su razvijeni za potrebe projekta (Upitnik za učenike i Upitnik za učitelje). Rezultati pokazuju da učenici s teškoćama imaju potrebu za dodatnom podrškom u obrazovnom procesu, ali i za podrškom u razvoju primjerenih odnosa s vršnjacima. Međutim, oni ne postižu očekivanu razinu socijalizacije i akademskog uspjeha, što pokazuje da se inkluzivna politika još uvijek nedovoljno dobro implementira u obrazovnu praksu. Autori raspravljaju o različitim razlozima dobivenih rezultata i mogućim načinima prevladavanja uočenog nesuglasja.

In order to raise and harmonize the quality standards of pharmaceutical studies at the national level of Bosnia and Herzegovina and thus get closer to the implementation and quality assurance of study programs of EU countries, a team of professors from the University of Sarajevo-Faculty of Pharmacy prepared and was awarded the Erasmus+ project IQPharm. IQPharm (Innovating quality assessment tools for pharmacy studies in Bosnia and Herzegovina) aims at capacity building of quality management, and aims to introduce new tools for quality improvement, digitization and modernization of pharmacy studies at public universities in Bosnia and Herzegovina, including strengthening semi-structured experiential education in line with EU standards and higher education regulations for regulated professions. The introduction of new tools for the assessment of the quality of study programs (KREF) enables the development of evidence-based recommendations for change, modification and innovation of existing methods of knowledge transfer, didactic approaches and curricula. The introduction of a new system of proficiency testing through experiential education (OSCE) sets equal standards at the national level for the learning outcomes of graduate pharmacists. The development of E-platform ensures the digitization and modernization of experiential education management. Experiential education at the level of Bosnia and Herzegovina will be significantly improved through the introduction of the E-platform, by raising the standards of the practice itself and facilitating its implementation by student services, students and their mentors. A special part of this project is the development of free modules, which are extracurricular subjects intended to enrich the knowledge of students and graduates of pharmacy, They should track the labor market trends, and thus make higher education more agile and attractive.

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.

U radu se razmatra uloga pedagoških istraživanja u transformisanju obrazovne politike i prakse. Bio nam je cilj da se kritički rasvetle mogućnosti, dometi i ograničenja 'na dokazima zasnovane' (evidence-based) koncepcije reformisanja obrazovanja. U okviru ove koncepcije došlo je do intenzivnog preispitivanja epistemologije pedagoške nauke, sa naglaskom na istraživanju uzročno-posledičnih odnosa u obrazovanju. Zahteva se i metodološka rigoroznost pedagoških istraživanja koja svoj vrhunac dostiže u eksperimentu na slučajnom uzorku. Uočava se i problem sistematske diseminacije i primene dobijenih naučnih saznanja u pedagoškoj praksi. Sa druge strane, kritičari ove koncepcije primećuju da je ona neopozitivistička, monometodološka, jer favorizuje kvantitativna istraživanja, i da je kao takva nedovoljna za objašnjenje i razumevanje pedagoških fenomena i konteksta u kome se obrazovne inovacije istražuju. Istovremeno, tokom poslednje decenije, došlo je do ponovnog preispitivanja uloge naučnog informisanja praktičara u njihovom svakodnevnom radu, kao i odnosa istraživanja i formiranja obrazovne politike. Najzad, filozofi obrazovanja ponovo u prvi plan stavljaju shvatanje o moralnoj, a ne o instrumentalno-tehničkoj prirodi pedagoške prakse. Teorijska analiza koncepcije 'na dokazima zasnovanog' transformisanja obrazovanja, dopunjena je i analizom socijalnih i institucionalnih uslova u kojima se razvija savremena nauka o obrazovanju. PR Projekat Ministarstva nauke Republike Srbije, br. 179060: Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja u Srbiji . ; The paper discusses the role of educational research in transforming educational policy and practice. Our aim was to critically illuminate the possibilities, range and limitation soft he evidence-based concept of education reform. This concept implies an intensive re-examination of the epistemology of educational science, with the emphasis on studying the causal and consequential relations in education. It demands methodological rigour in educational research, culminating in the random sample experiment. It is also perceived that there is the problem of systematic dissemination and application of the obtained scientific findings in educational practice. On the other hand, the critics of this concept have observed that it is neo-positivist, mono-methodological, since it favors quantitative research, and as such insufficient for explaining and understanding educational phenomena and the contexts in which educational innovations are studied. At the same time, during the last decade, there has been another reconsideration of the role of scientific in forming of practitioners in their everyday work, as well as of the relation between research and the development of educational policy. Finally, philosophers of education again insist on the moral instead of on instrumental nature of educational practice. Theoretical analysis of the concept of evidence-based transformation of education has been supplemented by an analysis of social and institutional conditions in which the modern science of education develops.

Entrepreneurship is defined as one of key lifelong competences and it represents ability to turn ideas into real projects. As such, it includes creativity, initiative, taking responsibility, taking risks, planning and managing projects. The development of entrepreneurial competences via formal education has become a priority for governments of a large number of European countries. Many EU documents emphasize the importance of investing into education that focuses on the development of entrepreneurial competences, as it directly affects students' employment. However, this guideline represents a new challenge for the educational system – the need to change educational programs and organize them so that they influence the development of entrepreneurial competences, which enables students to become more employable and to cope with uncertainty, complexity and dynamics of the labor market. High unemployment rate of young people and challenges and demands of the labor market have led to a debate about the effectiveness and efficiency of educational programs at all levels. In this context, effectiveness and quality of vocational education and training (VET) are particularly important, since most vocational school students, after finishing secondary level, will not continue towards tertiary education, but will rather find themselves on the labor market. Therefore, vocational education should focus on the development of such skills (generic competences and vocational qualifications) that will correspond to the needs of the labor market, thus enabling easier and faster employment. The main purpose of this paper is to determine the extent to which vocational education contributes to development of students' entrepreneurial competences. The data used in this paper comes from a survey that covered 1272 students from 15 secondary vocational schools in Osijek-Baranja County, one of the most underdeveloped regions in Croatia. The analysis of the results has shown that there is a positive correlation between extracurricular activities and entrepreneurial environment with the level of students' entrepreneurial competences. No correlation between the formal educational program and the level of entrepreneurial competences has been found. The findings of this research may serve as the basis for the development of vocational education programs that would include and meet the labor market demands, thus increasing students' employability. ; Poduzetništvo je definirano kao jedna od osam kompetencija cjeloživotnog obrazovanja, a održava sposobnost pojedinca da svoje ideje pretvori u stvarne projekte. Kao takvo, poduzetništvo predstavlja kreativnost, inovativnost, preuzimanje odgovornosti, preuzimanje rizika, planiranje i upravljanje projektima. Razvoj poduzetničkih kompetencija kroz formalno obrazovanje postaje jedno od strateških prioriteta za sve veći broj europskih zemalja. Mnogi europski dokumenti naglašavaju važnost ulaganja u obrazovni program koji će se fokusirati na razvoj poduzetničkih kompetencija, obzirom da upravo one direktno utječu na zapošljivost učenika i studenata. Međutim, to stavlja značajan izazov pred edukacijski sustav – potrebno je promijeniti edukacijske programe i usmjeriti ih prema razvoju poduzetničkih kompetencija koje će učenicima i studentima omogućiti da budu zapošljiviji i osnažiti ih za djelovanje u nesigurnim, kompleksnim i dinamičnim uvjetima na tržištu rada. Visoka nezaposlenost mladih ljudi kao i izazovi i potrebe tržišta rada sve češće dovode do rasprave o efikasnosti i kvaliteti obrazovnih programa na svim nivoima. U tom su kontekstu, efikasnost i kvaliteta strukovnog obrazovanja od posebnog značaja obzirom da se većina učenika, nakon završetka strukovnog srednjoškolskog obrazovanja, neće odlučiti za fakultet nego će se naći na tržištu rada. Zbog toga bi se, strukovno obrazovanje, trebalo fokusirati na razvoj onih vještina (opće i strukovne kvalifikacije) koje će odgovarati potrebama tržišta rada i omogućiti jednostavnije i brže zapošljavanje. Cilj ovoga rada je istražiti u kojoj su mjeri učenici strukovnih škola Osječko-baranjske županije po završetku srednjoškolskog obrazovanja pripremljeni za poduzetničko ponašanje. Ukupan uzorak ispitanika sastojao se je od 1272 učenika iz petnaest strukovnih srednjih škola Osječko-baranjske županije, jedne od najnerazvijenijih hrvatskih regija. Analiza rezultata pokazala je da postoji pozitivna korelacija između praktičnih izvannastavnih aktivnosti i okruženosti poduzetnicima s razinom razvijenosti poduzetničkih vještina kod studenata. Takva veza s obrazovnim sustavom nije utvrđena. Rezultati istraživanja mogu poslužiti kao temelj za razvoj strukovnog obrazovanja koji će u svoje programe implementirati potrebe tržišta rada i tako povećati zapošljivost mladih ljudi.

Predmet ovog članka jeste institucionalni i programski preobražaj studija pedagogije u sklopu aktuelne univerzitetske reforme u skandinavskim zemljama, u zemljama nemačkog govornog područja, kao i u zemljama Južne i Istočne Evrope. Analizirana su iskustva reforme obrazovanja pedagoga i nastavnika na najbolje rangiranim univerzitetima navedenih zemalja sa ciljem da se razjasne neka otvorena pitanja profilisanja pedagoškog kadra u svetu i kod nas. U tom kontekstu posebno se analizira obrazovna uloga opštih i područno-specifičnih pedagoških disciplina. Ukazuje se na činjenicu da naša praksa u ovoj oblasti nesumnjivo pripada evropskoj tradiciji, ali da je potrebno učiniti dosta napora kako bi se ona punopravno integrisala u evropski obrazovni prostor i uticala na uspostavljanje adekvatne uloge pedagoške nauke u kreiranju obrazovnog sistema na nacionalnom nivou. Sagledane su neke od istorijskih okolnosti koje su uticale ili još uvek utiču na akademski status pedagogije i njoj srodnih disciplina i pledira se za preuzimanje aktivne uloge univerzitetskih centara za pedagoško obrazovanje i istraživanje u stvaranju politike i prakse obrazovanja kod nas, a u skladu sa najboljom tradicijom autonomije univerziteta i njegove odgovornosti za vođenje javnih politika. PR Projekat Ministarstva nauke Republike Srbije, br. 179060: Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja u Srbiji. ; The subject of this paper is institutional and programmed transformation of the pedagogy studies in the context of actual University reform in the Scandinavian countries of the German speaking area as well as the countries of Southern and Eastern Europe. Experience of the reform of educating of teachers has been analysed at the best ranked universities of the stated countries with the aim of discussing some open questions of profiling pedagogical experts in the world and in our country. In this context, educational role of general and area specific pedagogical disciplines is being analysed. We are pointing at the fact that our praxis in this area undoubtedly belong to European tradition, but it is necessary to a lot of effort so that it can be fully integrated into European educational area and influence on crating adequate role of the pedagogical science in creating educational system at the national level. Some historical occurrences have been observed which influenced and still influence academic status of pedagogy and similar disciplines and it is being advocated to take active role of university centres for pedagogical education and research in creating politics and praxis of education in our country, in accordance with the best tradition of University autonomy and its responsibility for leading public politics.

This study analyzed motivational factors and the academic staff performance of the higher institutions of learning in Kogi State, Nigeria. The study adopted descriptive survey design. Purposive sampling was used to select two hundred and seventy eight (278) respondents. Descriptive statistics, multiple regression and correlation matrix were used to analyze the data gathered. Findings show that regular pay, work conditions, achievement and job security have significant predicting power over the teaching quality of the academic staff of the selected higher institutions of learning in Kogi State. The study concluded that regular payment of full salary can facilitate better performance on the part of the academic staff members. The study recommended that the government and the management of the higher institutions of learning in Kogi State should pay more attention to regular pay, work conditions and achievement of their academic staff; and pay less attention on their job security. ; U radu se analiziraju motivacioni faktori i performanse akademskog osoblja u institucijama visokog obrazovanja u državi Kogi, Nigerija. Kao namerni uzorak izabrano je 278 ispitanika. Korišćeni instrument, konstruisan je namenski za svrhe ovog istraživanja. Dobijeni rezultati istraživanja pokazali su da su redovna plata, uslovi rada, postignuće i sigurnost na poslu značajni prediktori kvaliteta nastave akademskog osoblja izabranih institucija visokog obrazovanja u državi Kogi. U skladu sa tim zaključeno je da redovna isplata zarade može olakšati bolje izvođenje dela članova akademskog osoblja. U tom smislu preporuka je da vlada i oni koji upravljaju institucijama visokog obrazovanja u državi Kogi treba da obrate više pažnje na redovne plate, uslove rada i postignuća akademskog osoblja, a manje na njihovu sigurnost na poslu.

U radu su razmotreni osnovni činioci koji dovode do transformisanja disciplinarnog područja pedagogije na univerzitetu. Oni se određuju kao: a) spoljašnji - odnose se na zahteve za povišenje kvaliteta pedagoških istraživanja i relevantnost njihovih rezultata za politiku i praksu obrazovanja, kao i na zahteve za povišenje kvalifikacija prosvetnog kadra i b) unutrašnji - odnose se na procese diferencijacije i integracije unutar sistema pedagoških disciplina. Proces disciplinarizacije pedagoške nauke na evropskim univerzitetima analizovan je u kontekstu epistemoloških koncepcija nastalih u neposrednom odnosu sa ovom temom (Dejvid Bridžs, Jan Bengtson). ; This paper is on the basic factors which lead to transformation of the disciplinary area of pedagogy towards University. They are determined as a) outer - they refer to the requirements of quality improvement of pedagogical work and relativity of their results on politics and praxis of education, as well as requirements for higher qualifications of teachers and b) inner - they refer to the processes of differentiations and integration inside the system of pedagogical disciplines. The process of disciplinary measures of pedagogical science at European Universities has been analyzed in the context of epistemological concept which appeared in the direct contact with this topic (David Bridges, Jan Bengston).

Through the case of the rural-urban continuum model in China, this study aimed at evaluating the effectiveness of local government's policy intervention in promoting equitable quality of early childhood education in rural and urban areas through multi-stakeholders' voices. With simultaneous mixed method approach and self-developed instruments, the authors collected 891 valid parent questionnaires, 184 teacher questionnaires, 52 observational evaluation scales, and conducted interviews with 13 kindergarten principals and 6 administrators. The data were analysed by SPSS and NVIVO Plus. The findings show that a) rural and urban parents' satisfaction levels had significant difference in terms of kindergartens' cost and environment conditions; b) rural and urban teachers exhibited significant difference only when evaluating their professional attitudes and access to material support; c) researchers found no significant difference in quality of play activities and group teaching between rural and urban kindergarten classes, while significant difference was found in child care activities; d) principals perceived positively the effectiveness of the RUC model, yet had big concerns about teachers' quality, and e) government intervention was proved to be a key factor enhancing equitable quality in rural and urban areas. ; Cilj ove studije je, putem slučaja trajnog modela ruralno-urbanog razvoja u Kini, glasovima više dionika provesti evaluaciju učinkovitosti intervencija lokalnih vlada na razini politika u promoviranje pravedne kvalitete predškolskog odgoja i obrazovanja u ruralnim i urbanim područjima. Primjenom pristupa istodobno kombiniranih metoda i instrumenata koje su istraživači sami razvili, autori su izradili 891 upitnik za roditelje, 184 upitnika za učitelje, 52 evaluacijska upitnika, te su proveli intervjue s 13 ravnatelja dječjih vrtića i 6 administratora. Podatke su analizirali s pomoću SPSS i NVIVO Plus. Rezultati pokazuju: a) da se razina zadovoljstva cijenom vrtića i uvjetima uvelike razlikuje između ruralnih i urbanih roditelja, b) da se ruralni i urbani učitelji uvelike razlikuju samo u evaluaciji svojih profesionalnih stavova i pristupa materijalnoj podršci, c) da istraživači nisu našli značajne razlike u kvaliteti aktivnosti igara i grupnom podučavanju između sati u ruralnim i urbanim vrtićima; značajne razlike su ustanovljene u aktivnostima skrbi za djecu, d) da ravnatelji učinkovitost modela RUC ocjenjuju pozitivno, no dosta ih se brine o kvaliteti učitelja, e) da su se vladine intervencije pokazale ključnim čimbenikom u povećanju pravedne kvalitete obrazovanja u ruralnim i urbanim područjima.

U ovome radu razmatraju se mogućnosti i izazovi odgoja i obrazovanja usmjerenog prema razvoju učeničkih kompetencija. Polazeći od konteksta suvremenog društva, u okviru kojeg dolazi do usmjeravanja obrazovnih politika i njihovih sustava prema razvoju učeničkih kompetencija, te na temelju analitičkog razmatranja složenosti pojma kompetencije i pokušaja njegova određenja u kontekstu odgoja i obrazovanja, razmotrena su i deskriptivno određena temeljna obilježja odgoja, obrazovanja i kurikuluma usmjerenih prema razvoju učeničkih kompetencija, kao i prednosti i nedostatci takvoga pristupa obrazovanju. Pregledom domaće i strane literature te metaanalizom dosadašnjih razmatranja dolazi se do zaključka da je holistički pristup kompetencijama, u okviru kojeg se one određuju kao višedimenzionalna i transferalna kvaliteta djelovanja, najprihvatljiviji za kontekst općeg i obveznog obrazovanja i predstavlja svojevrstan potencijal za podizanje njegove kvalitete. Izazovi takvoga pristupa i njegova implementacija u odgojnoobrazovni kontekst hrvatskoga školstva složeni je zadatak za nadolazeću kurikulumsku reformu. Osnovni cilj trebalo bi biti ostvarenje pozitivnih obilježja i potencijala koje takav pristup nudi, osobito u smislu njegova doprinosa cjeloživotnom učenju i obrazovanju. ; Tis paper attempts to provide overview of the opportunities and challenges of education oriented towards the development of students' competencies. Based on a description of attributes of contemporary society, where educational policies and their systems are become focused to the development of students' competencies, and considering the complexity of this concept and attempts of its determination in the context of education, author considers fundamental characteristics of education and curriculum oriented towards the development of students' competencies, as well as the advantages and disadvantages of this approach to education. Based on a review of literature on the subject of competencies in education and meta-analysis of previous papers, the author fnds that the holistic approach to competencies, wherein they are defned as multidimensional and transferral quality of action, is the most suitable for the context of primary and compulsory education, and represents a unique potential to raise its quality. Te challenges of this approach and its implementation in Croatian educational context is a complex duty for the upcoming curriculum reform. Te main goal should be achievement of positive characteristics and potential that this approach offers, particularly in terms of its contribution to lifelong learning and education. ; Dieses Papier versucht, einen Überblick über die Chancen und Herausforderungen der Bildung zu geben, die auf die Entwicklung der Kompetenzen der Studierenden ausgerichtet sind. Auf der Grundlage einer Beschreibung der Attribute der zeitgenössischen Gesellschaf, in der sich die Bildungspolitik und ihre Systeme auf die Entwicklung der Kompetenzen der Schüler konzentrieren und die Komplexität dieses Konzepts und die Bemühungen ihrer Entschlossenheit im Rahmen der Bildung berücksichtigen, berücksichtigt der Autor grundlegende Merkmale von Bildung und Curriculum, die auf die Entwicklung der Kompetenzen der Studierenden ausgerichtet sind, sowie die Vor- und Nachteile dieses Bildungsansatzes. Auf der Grundlage einer Literaturrecherche zum Tema Kompetenzen in der Bildung und Metaanalyse früherer Zeitungen stellt der Autor fest, dass der ganzheitliche Kompetenzansatz, in dem sie als multidimensionale und übertragende Wirkungsqualität defniert sind, für den Kontext am geeignetsten ist Der Primar- und Schulpflicht und stellt ein einzigartiges Potenzial dar, um seine Qualität zu erhöhen. Die Herausforderungen dieses Ansatzes und seine Umsetzung im kroatischen Bildungskontext sind eine komplexe Aufgabe für die bevorstehende Curriculumsreform. Das Hauptziel sollte die Erreichung positiver Merkmale und Potenziale sein, die dieser Ansatz vor allem im Hinblick auf seinen Beitrag zum lebenslangen Lernen und Bildung bietet.