Suchergebnisse

Effectiveness of the administrative system as a whole depends on the quality of its organization. The Organizational structure reflects functional dynamic of the public administration. On the other hand, functional requirements of efficiency and effectiveness of the administrative system determine organizational forms. The scope, character and nature of administrative actions require optimal and coordinated external (macro-organization) and internal (micro-organization) organizational structure, which will allow optimal functioning of an administrative system. Therefore, the organizational structure is not immutable category, because tasks and roles, activities and goals, are changing in the same government system and sometimes even the whole system, so it is necessary to change the administrative organization. Administrative organization is systemic (external and internal) open dynamic structure of state government agencies and other bodies and organizations with public (administrative) powers prescribed in the course of lawful relationships of dynamic interaction, based on the hierarchy or coordination, depending on the nature and objectives of administrative tasks. Current organization of the state administration has not been made according to the principles of modern management. It is a result of the political spoils system, and reflects the need for political control of the administrative departments. It lacks functional analysis and expert approach.

Each scientific explanation, as per the author's view, is strived and required to have the most possible systematic character, and to enable the explained problem to be comprehended in the widest theoric-systhematic frame. Having analysed the methodological problem of comparative studies in education from the point of view of the mentioned studies, the author determined that the approaches to comparative study of education and schooling were not to be uniformed ones from the simple reason they had been grown out from different philosophic and theoric fundament. From the wider point of view, comparisons enable the comprehension of the phenomenon of education and schooling, their dialectics of manifestation, and their importance for human and society development. Methodologically taken, comparativistics of education and schooling is enriched with new techniques and methods. The comparison overcomes the meaning of one method (comparative method). Different orientations and different methodological procedures in comparative study of education and schooling were being appeared. Bearing in mind the complexity of comparative pedagogy problems, the author indicated the relevant methodological problems from which the historic dimension of comparative pedagogy progress was being visible. The author made the analysis of methodological problem of comparative research in education through several phases having considered basic characteristic of research, understanding of method system of comparative pedagogy, problems of contradiction of comparative research, its presence etc. From the point of view of the indicated problem, it is essential to state the consciousness on the methodological foundation of comparative researches of education and schooling is being broadened, which leads to the research of phenomenon of education at more qualitative level.

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"

In this paper the author points out to the importance of main organizations for establishing of international peace and security. They are the following: League of Nations, United Nations, Organizations of European Security and Co-operation, Conference of European Security and Co-operation, European Council, West European Union and NATO. Until the end of the Cold war, the universal organizations have played primordial role, but after the mentioned period the regional ones took the lead. The reason lies in the shift in balance of power - from bipolar to unipolar. The League of Nations and CESC can be observed from the historic perspective. NATO and UN played a crucial role during the internationalization of Kosovo issue and the act of intervention itself. NATO demonstrated its power and proved in the absence of real balance of power, la force l'emporte sur le droit. On the other hand, UN had passed several resolutions that condemned violence in Kosovo and Metohia (1160, 1199 and 1203 - all passed in 1998). During 1999 Security Council had passed a famous Resolution 1244, by which it was decided a civic and military mission should be established in Kosovo and Metohia - UNMIK and KFOR KFOR dealt with security issues in order to ensure the respect of it to all nationalities in Kosovo and Metohia. UNMIK set a very ambitious task lying ahead trying to establish standards before the future status. Realizing that it would be impossible to reach the standards, UNMIK started with the policy of status determination without standards establishing. The outcome of such policy is Ahtissari's Plan for supervised Independence of Kosovo, and finally the Declaration of Self-proclaimed Independence of Kosovo. We are also witnessing the transfer of horizontal and vertical effective state authorizations to the mentioned international organizations, bearing in mind problems it encounters. NATO deals with security issues, but European Union being unable to deal with such tasks (ESDP policy is to be as attempt), is more concentrated on economic issues.

U sklopu internacionalizacije političke podrške porodici i roditeljstvu značajna uloga pripada međunarodnim organizacijama, kao što su Svetska banka, Organizacija za ekonomsku saradnju i razvoj i Evropska unija. Cilj ovog rada predstavlja analiza konceptualizacije roditeljstva u zvaničnim dokumentima i relevantnim publikacijama ovih organizacija u poslednje dve decenije, kao i njene pedagoške implikacije razmatrane sa stanovišta kritičke teorije. Metodom analize sadržaja u istraživanju je utvrđeno da se roditeljstvo konceptualizuje kao skup veština usmerenih na postizanje predvidivih ishoda dečjeg razvoja. Roditeljske veštine sagledavaju se kao jedna vrsta socijalne investicije. Ulaganje u učenje roditeljskih veština donosi dugoročne koristi pojedincima i društvu koje prevazilaze inicijalne troškove. Iako se teorijska orijentacija ne eksplicira u međunarodnoj političkoj agendi, jasno se može zaključiti da je zasnovana na postavkama teorije ljudskog kapitala. Na osnovu obavljenog istraživanja može se konstatovati da roditeljska uloga u pomenutoj agendi ima ključni značaj u obezbeđivanju podsticajne sredine za učenje deteta i njegov ukupni budući prosperitet, nezavisno od sistemskih ili strukturnih karakteristika društva. Ona je višedimenzionalna i može se opisati kao: (a) instrumentalna, jer predstavlja ključni faktor rešavanja društvenih problema velikih razmera; fokus nije na inherentnoj vrednosti "biti roditelj", već na funkcionalnoj vrednosti – "obavljati posao roditelja"; (b) globalno normativno određena u smislu "pozitivnog" ili "dobrog" roditeljstva i (c) suštinski vulnerabilna, što znači da je svim roditeljima potrebna određena vrsta ekspertske podrške, a ne samo targetiranim grupama. Sa stanovišta kritičke teorije, pedagoška kritika ovih postavki dovodi u pitanje tendenciju instrumentalizacije, dekontekstualizacije i "profesionalizacije roditeljstva". ; Within internationalization of political support to family and parenting, significant role belongs to international organizations such as the World Bank, the Organization for Economic Co-operation and Development and the European Union. The goal of this paper is the analysis of parenting conceptualization in official documents and relevant publications of these organizations. The parenting is conceptualized as the set of skills directed to fostering the predictable outcomes of children's development. The parenting skills are perceived as a type of social investment. The investment into learning parenting skills brings long-term benefits both to individuals and society, which surpass the initial costs. The significance of parenting competences is of a special importance in the period of early childhood and adolescence for two reasons. The first one is that there are critical periods in encouraging development of certain outcomes in children, and the second one is cumulativeness of learning process due to which the missed opportunities may decrease efficiency of future learning during life cycle. It is viewed that the parenting role is of crucial significance in providing a stimulating environment for a child's learning and his/her comprehensive future prosperity regardless of the system or structural characteristics of a society. It is multidimensional and can be described as: (a) instrumental, since it represents the key factor in resolving large-scale social problems. The focus is not on inherent value of "being a parent" but on functional value – "performing a job of a parent"; (b) normatively specified on the global level in the sense of "positive" or "good" parenting and (c) essentially vulnerable, which means that all parents need a certain type of professional support and not only the targeted groups. Pedagogical critique of these postulates questions the tendency of instrumentalisation, de-contextualization and "professionalization of parenting". ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"

The modern state administration and its bodies and special organizations should act in the field of the rule of law. It is a term that originates from the Anglo-Saxon legal world, but it is also a category and a principle of the Constitution of Serbia from 2006. The paper points out the different understandings of the rule of law and briefly looks at the position of the administration or the phase in its historical course until its subsumption under the principle of legality. In Serbia, state administration bodies consist of ministries, administrative bodies within the ministry and special organizations. Administrative or special organizations are formed by the state in order to perform professional and related administrative tasks. In order to permanently and unhinderedly perform the professional work of these organizations, they can act authoritatively. Special organizations have numerous and diverse administrative powers. The paper points out both the similarities and differences of special organizations in relation to administrative bodies. A review of the activities and organizational structure of all special organizations (secretariats, institutes, directorates and one center) established by the Law on Ministries from 2020 was performed. It was also pointed out that all institutes: the Republic Institute of Statistics, the Republic Hydrometeorological Institute, the Republic Geodetic Institute and the Intellectual Property Institute are special organizations that provide services to interested parties. In one part of the final considerations, the author states that for special organizations (as part of the state administration) it could be concluded that they really operate in the field of rule of law as an order with positive properties as characterized by the Constitution, it is necessary to strictly respect the principles organization of state administration prescribed by the Law on State Administration: independence and legality; expertise, impartiality and political neutrality, effectiveness in exercising the rights of the parties, proportionality and respect for the parties; publicity of work. ; Published

The ultimate goal of game theory is to provide a theoretical model for strategic situations' analysis, i.e. for situations where one actor's choice depends on the behavior of other players in the game. As a concept, game theory is also applicable to the legal context. Legal dialectics and processes are often conducted in some form of strategic interactions. Game theory is a way to see how legal rules affect particular actors' behavior. International Economic Law has its own dynamics which makes the process similar to the analysis through the game theoretical tools. Therefore, the rules of international law are considered as the rules of the game that are taking place among different actors. Game theoretical considerations clarify the substance of the interaction and cooperation of players involved (states, international organizations and other actors). Game theory provides a basis for normative analysis of the issue of implementation of the rules of international law and improves understanding of those rules. The topic of the paper is the application of the game theory in the context of the legal framework established by the World Trade Organization. The member states' dilemma between using the advantages and liberalization options provided by the WTO on the one hand, and joining the regional trade agreements, on the other one, is strategic by nature. Therefore, game theory can contribute to understanding and resolving, using the game of 'prisoner's dilemma' as a model. It is the game which clearly shows that a group of rational egoists can end up worse than a group of actors that acts prima facie contrary to their own interests. 'Prisoner's dilemma' demonstrates why society and law has the need for coordination as well as mechanisms for co-operation. WTO member states put emphasis on the process of liberalization conducted in the framework of regional trade agreements (RTAs); at the same time, their participation in WTO negotiations is not effective and efficient enough to make a breakthrough in the multilateral framework. A solution of the game for Member States is not to cooperate: i. e, liberalization is primarily achieved through regional agreements rather than within the WTO. The rational decision of the Member States (opting for a regional approach) has resulted in a suboptimal result, which is a basic characteristic of the game model based on a prisoner's dilemma: in this case, the optimal solution would be cooperation through a multilateral framework (World Trade Organization).

After the Lisbon Treaty has entered into force, the process of concluding treaties between the EU and third countries or international organizations has sustained significant changes. The most important procedural novelty is the establishment of the ordinary procedure that covers almost all agreements the EU concludes with third parties. Under the Lisbon Treaty, this procedure involves a number of stages: negotiations, signing the agreement, and decision to conclude the agreement. For agreements whose subject matter exclusively or predominantly falls into the domain of common foreign and security policy, there are several derogations from the uniform rules of the ordinary procedure. The same provision of the founding treaty regulates the procedures for amending and suspending the agreement in force, as well as the judicial control procedure of those agreements that are yet to be concluded. The ordinary procedure does not cover two subject-specific proceedings pertaining to relatively narrow areas of EU action. More specifically, they refer to the conclusion of agreements in the area of common trade policy and agreements on the exchange rate of the Euro against the currencies of non-member states. The exclusion of trade agreements is probably the result of the differences that still exist in the division of competencies between the Member States and the EU regarding trade in the area of some services. On the other hand, the enactment of a special procedure for agreements on the Euro exchange rate in relation to the national currency rates of third countries stems from the need to ensure the Union's unique position in this field. On the institutional level, the most important actors in the process of concluding EU agreements are the Council, the Commission and the European Parliament. The Council has retained the central role in all types of treaty procedures, and it decides on essential issues related to the course and outcome of the process. The Commission has retained the major role in initiating and negotiating the agreements, but it is no longer the exclusive initiator and negotiator in the agreement process. Namely, depending on the subject of the treaty, new entrants in that role are the High Representative for Foreign Affairs and Security Policy, and the European Central Bank. The European Parliament has strengthened its position in the procedure for concluding EU agreements and can, therefore, be considered the largest 'net' winner of the Lisbon Treaty reform. This is partly due to its new role in the course of negotiations, which implies the right to be immediately and fully informed about all stages of the proceedings, but to a much greater extent it refers to the powers that this body has in the final stage preceding the conclusion of the agreement. Finally, the EU Court of Justice has an important role in this process; its task is to control the compliance of the EU agreements with the founding treaties prior to their conclusion.

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"

Disertacija sarži uvod, četiri poglavlja i zaključak. U prvom poglavlju pod naslovom "Nastanak i delovanje Organizacije ujedinjenih nacija" izložen je početak pojave ideje Međunarodne organizacije kao i istorijski razvoj ovog koncepta do svetske porodice u današnje vreme, koju čine 193 države. Takođe, dotaknuta je serija izjava kao i međunarodne konferencije koje su dovele do formiranja Organizacije ujedinjenih nacija, formulisanja njenih ciljeva i principa, kao i načina i uslova učlanjenja u tu organizaciju. Detaljnije su proučavane uloge Generalne skupštine i Saveta bezbednosti zbog njihove važnosti. U drugom poglavlju, pod naslovom "Razlozi koji ukazuju na potrebe reforme Organizacije ujedinjenih nacija", objašnjeni su sledeći razlozi neophodnosti reforme ove organizacije: 1. skretanje Ujedinjenih nacija s puta; 2. kontradiktornosti sistema Ujedinjenih nacija; 3. nedostaci Povelje Ujedinjenih nacija; 4. nedostaci u mehanizmu donošenja odluka; 5. svetske promene; 6. mistifikacija u misijama Ujedinjenih nacija; 7. moćna središta; 8. raskorak između misije i raspoloživih sredstava; 9. korupcija. U trećem poglavlju, pod naslovom "Organizacija ujedinjenih nacija između povelje i dominantne sile" objašnjen je odnos Sjedinjenih Američkih Država sa Organizacijom ujedinjenih nacija kroz sledeću grupu tačaka i tema: 1. siže američkih promena od izolacije do internacionalizma; 2. politika SAD u Ujedinjenim nacijama tokom hladnog rata; 3. stav SAD o ulozi UN u oblasti čuvanja mira, ekonomske saradnje i ljudskih prava; 4. stav SAD prema UN u periodu pre raspada Sovjetskog Saveza; 5. SAD i UN posle hladnog rata; 6. američki stav prema UN posle završetka hladnog rata 7. administracija Džordža Buša i Ujedinjene nacije (opšti stav prema međunarodnoj organizaciji, političko viđenje SAD pre i posle događaja 11. septembra 2001. godine); 8. američki interesi i reforma Ujedinjenih nacija (reforme UN i realizacija američkih interesa, američko viđenje reformi); 9. predsednik Barak Obama i njegova metodologija za promene i odnos sa UN. U četvrtom poglavlju, pod naslovom "Reforme Organizacije ujedinjenih nacija" definisan je problem ove studije kroz grupu tačaka i pitanja i istraživane su međunarodne promene koje je svet doživeo kao glavni faktor za izvršenje procesa reforme koje su potrebne Ujedinjenim nacijama. ; The dissertation consists of an introduction, four chapters and the conclusion. The first chapter:"The Emergence and the Function of the United Nations", deals with the emergence of the idea of international system , and how this idea developed historically till it reached nowadays to international family consisting of 193 states of various continents and cultures . These states are joined in an institutional frame founded on optional and contractual pillars, which is the United Nations. In addition, it deals with the chain of declarations and conferences that led to the foundation of this organization. Moreover, it focuses on the purposes, principles and membership of the United Nations, as well as the General Assembly and Security Council due to their important role in the United Nations system. The second chapter: "The Reasons for the Reform of the United Nations", deals with the necessity reasons for reform; due to the United Nations is in urgent need of it. The intended reform is to do whatever necessary to raise its efficiency and performance. Therefore, it is possible to determine the objective reasons of this reform in the following titles, and they are: 1. The deviation of United Nations from its course that it was founded for; 2. The inherent contradictions of United Nations system since its foundation, 3. The deficiencies and imbalances in the United Nations Charter; 4.The imbalance in decision –making structures and mechanisms; 5. International Changes; 6.The vagueness of tasks entrusted to the United Nations; 7. Extreme Centralism; 8. The big gap between the intended tasks to be achieved and the available resources; 9. Corruption. The third chapter: "The United Nations between the Charter and the Dominant Power", focuses on the relation between the USA with the United Nations. This is a necessary item for the research due to the current international conditions and challenges facing humanity such as local and regional conflicts, health, natural catastrophes, etc. which fall under the scope of the United Nations. The dominant role the US plays in the international arena singles out its special impact on the performance of this organization. This role has gone through many changes in recent history depending on the geopolitics of the world namely after the collapse of the Eastern Bloc and the advent of the short-lived unipolarity up to the beginning of emergence of multipolarity. Every stage marked nuances in the US policy towards the United Nations. In fact, the US approach to international affairs developed in big leaps from isolationism to its involvement in WWII and the establishment of the United Nations.

U radu želimo da ukažemo na značaj republikanske misli za Dirkemovo shvatanje vaspitanja i obrazovanja. U sekundarnoj literaturi najčešće se ističu praktični i politički razlozi njegovog interesovanja za pedagogiju. Katolička crkva u Trećoj republici je – u vezi sa njenom ulogom u obrazovanju – doživljavana kao smetnja za dugoročni opstanak Republike. Obrazovanje novih generacija postavljeno je na temelje pozitivnih nauka kako bi se građani vaspitavali u duhu vrednosti novouspostavljene Republike. Proklamovani sekularizam Treće republike se nije mogao pomiriti sa obrazovnim sistemom kojim upravlja crkva. Dirkemov naučni rad je očigledno nosio i određeni politički značaj u Trećoj republici. Zapravo, bio je svojevrsni laički katehizis u obrazovnom sistemu Francuske. Ipak, čini nam se da uloga moralnog vaspitanja u novoj, sekularnoj državi nije bila samo puko provizorno rešenje. Republikanska misao je oduvek isticala značaj obrazovanja, odnosno vaspitanja koje bi omogućilo političku i moralnu stabilnost društvenog poretka. U ovom slučaju mislimo na dela klasika filozofije – Platona, Aristotela, Makijavelija, Monteskjea i Rusoa. Ako je Dirkemova sociologija i pedagogija imala ulogu supstituta katoličke veronauke, onda se sa sigurnošću može tvrditi da je u takvoj ulozi deo i duge tradicije republikanskog vaspitanja. Pomoću heurističkog pristupa pratićemo idejni razvoj republikanske misli o vaspitanju i obrazovanju. Sve navedeno iznosimo kako bismo pokazali na koji način se republikanska tradicija podudara sa projektom izgradnje Treće republike. Dirkemov odnos prema ulozi pedagogije nije puki proizvod određenih biografskih (akademskih) ili političkih kontingentnosti. Ovakav pristup može biti interesantan zbog načina na koji pristupamo razumevanju klasika sociologije i pedagogije. Dela klasika moramo posmatrati i kao proizvod kontinuiteta, a ne samo kroz prizmu njihove originalnosti ili konteksta u kojem su stvarali. U tom slučaju možemo postaviti drugačije interpretacije i posmatrati njihova dela iz drugog ugla. ; In the paper we want to point at significance of the Republican thought for Durkheim's understanding of education and upbringing. The secondary literature usually highlights practical and political reasons for his interest in pedagogy. Catholic Church was in the Third Republic - regarding its role in education - seen as a hindrance to a long-term survival of the Republic. Education of new generations was based on positive sciences so the citizens could be educated in line with the values of newly established Republic. The proclaimed secularism of the Third Republic could not be reconciled with the educational system governed by the church. Durkheim's academic work clearly bore a certain political significance in the Third Republic. Actually, it was a form of profane catechism in the education system of France. However, it seems that the role of moral education in the new, secular state was not merely a tentative solution. Republican thought has always emphasized the significance of education, i.e. upbringing, which would enable political and moral stability of the social order. In this case we allude to the works of prominent philosophers - Plato, Aristotle, Machiavelli, Montesquieu and Rousseau. If Durkheim's sociology and pedagogy acted as a substitute for Catholic catechism, then it is safe to say that so did a long tradition of Republican upbringing. Using a heuristic approach, we will follow conceptual development of the Republican thought on upbringing and education. The purpose of the above stated is to demonstrate how the Republican tradition coincides with the project of building the Third Republic. Durkheim's attitude towards the role of pedagogy is not a mere product of particular biographical (academic) or political contingencies. This view can be interesting because of our approach to understanding of classical authors of sociology and pedagogy. We must also regard the works of classical authors as products of continuity, and not just through the prism of their originality or context within which they created. In that case, we can set different interpretations and view their works from a different angle. ; 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"

This doctoral dissertation confirmes possibilities of application of mathematical methods in the contemporary approach of decision making in development projects of cluster organizations in Serbia, as well as introduction of software application "MS Project" which ensure more effective and more efficient project management of cluster organization development, assessment of all project resources engaged and optimal forecast on the completion of the project implementation. Regarding the fact that this issue has not been sufficiently elaborated in Serbia, the main goal of the research was to clarify the role and significance of the mathematical methods, as well as to elaborate the theoretical models of multi-criteria analysis that can be successfully implemented in practice with the aim of identifying and solving problems in the development of cluster organizations in Serbia. The mode and level of topic elaboration is in compliance with the goal of theoretical and hypothetical research framework. Beside theoretical aspect the doctoral dissertation presents the application of the following methods of multi-criteria decision making: "ELECTRE" and "AHP", as well as the software application "MS Project" on data of cluster organization "Cluster House" in Nis.

Visoko obrazovanje u Sjedinjenim Američkim Državama je po većini kvantita¬tivnih i kvalitativnih pokazatelja najbolje na svetu. Univerziteti u Sjedinjenim Američkim Državama, zajedno sa onima u Ujedinjenom Kraljevstvu, privlače najbolje studente ne samo iz Evrope već širom sveta uključujući najmnogoljudnije zemlje i rastuće ekonomije poput Kine, Indije, Brazila ili Indonezije. Istovremeno, priznati profesori i istraživači mahom rade u Sjedinjenim Američkim Državama, imajući u vidu sjajne uslove za rad i istraživanja. Međutim, snaga američkih univerziteta je istovremeno i njihova slabost u kontekstu COVID-19 epidemije. Većina univerziteta su privatni univerziteti koji u potpunosti zavise od tržišta, donacija, a ponajviše studentskih školarina. Epidemija je zaoštrila problem marketizacije obrazovanja u SAD imajući u vidu da većina studenata preispituje nastavak školovanja u novonastalim uslovima, ekonomske neizvesnosti koju epidemija donosi, kao i nesigurnog tržišta rada. Analizirajući studiju slučaja Nortvestern univerziteta, tekst se bavi ekonomskim i društvenim posledicama koje epidemija ima na visoko obrazovanje u Sjedinjenim Američkim Državama, kao i mogućim načinima njegovog prevladavanja.‎ ; Higher education in the United States is the best in the world according to most quantitative and qualitative indicators. Universities in the United States, along with those in the United Kingdom, attract the best students not only from Europe but around the world, including the most populous countries and growing economies such as China, India, Brazil or Indonesia. At the same time, renowned professors and researchers mostly work in the United States, given the excellent working and research conditions. However, the strength of American universities is, at the same time, their weakness in the context of the COVID-19 epidemic. Most universities are private universities that depend entirely on the market, donations, and mostly student tuition. The epidemic has exacerbated the problem of marketing education in the United States, bearing in mind that most students are reconsidering the continuation of schooling due to economic uncertainty that the epidemic brings and uncertain labour market. Focusing on the case study of Northwestern University, the text is analyzing the economic and social consequences of the epidemic on higher education in the United States, as well as possible ways to overcome it.