Numerous educational reforms have been initiated in Serbia since 2000. The aim of this study was to examine education policymaking in Serbia in order to provide policymakers and stakeholders with recommendations on how to minimize pitfalls and increase success of future educational endeavors. In the study, we utilized the education policy cycle heuristic to analyze formation, implementation, and evaluation of three major education policies in Serbia: in-service training of teachers (INSET), school development planning (SDP), and inclusive education (IE). Examining three reforms simultaneously enabled us to identify major characteristics of Serbian policymaking, regardless of the reform content. We also relied on educational change literature, so that we could assess complex contexts of reforms. Finally, considering the importance of school staff during implementation, we examined education policymaking in Serbia through the eyes of over 1,800 teachers, counselors, and principals. The results point out to dissatisfaction of school staff with all aspects of the policymaking in Serbia and with the social and education context. Reforms appear to be undertaken in a similar pattern across different reforms. The findings imply that a thorough examination of both the policymaking in Serbia and communication, organization, and administration within the education system itself is in order.

2 Чланак представља резултат рада на пројекту "Од подстицања иницијативе, сарадње и стваралаштва у образовању до нових улога и идентитета у друштву ", бр. 179034 (2010-2017), чију реализацију финансира Министарство просвете, науке и техно-лошког развоја Републике Србије.

Having in mind that student achievement and interest in subject are some of the most important educational goals, and that quality of teaching is the crucial schooling factor influencing them, we examined the contribution of teacher-level variables from the Dynamic model of educational effectiveness to student achievement and interest in mathematics and biology. The representative sample included 5476 students from 125 elementary schools in Serbia and 5021 parents. Data on student and teacher variables were collected through student and parent questionnaires, while data on prior and current achievement was comprised from students' TIMSS 2011 scores and national examination results, respectively. Data was analyzed using multilevel modeling. The results indicate that teacher factors from the Dynamic model did not impact student achievement in mathematics and biology, but that they influenced student interest in both subjects. We offer recommendations for educational policy and directions for further research.

Google Translate (GT), as the most used language translation application, has been significantly improved when artificial neural network (ANN) based Neural Machine Translate System was introduced. The purpose of this paper is to evaluate the translation accuracy of the GT system when used for education purposes. The text in the English language is translated into two languages, by professional human translators and by GT. It is IT related text and refers to computer networks. Students' comprehension of the given text is evaluated regarding language fluency, adequacy, meaning and severity.

The evaluations by researchers monitoring attitudes towards innovations among teacher groups were analyzed during the process of implementing innovations in one elementary school.  The teachersʼ attitudes towards innovative practice were evaluated from the following perspectives: (1) motivation of teacher groups to grasp and implement knowledge and skills acquired during the intervention,  (2) improvement of teacher groups in the area of knowledge and skills, (3) the role of researchers in enhancing motivation of teacher groups to change their practice, (4) the role of the teacher groups in motivating individuals to change practices (while working on  professional issues). Sixteen researchers/evaluators followed up six teacher groups during the intervention. The researchers had a double role. They were educators on the teacher training course and facilitators in the teacher working groups. A method of structured guided interviews was applied in the case follow up study. Quantitative and qualitative data were analyzed. The results show that the teacher groups manifested а moderate motivation in each of the following areas: implementing student group work, open ended tasks, creative play, student research activities and critical dialogue in class. After training, teacher skills in implementing the previously mentioned types of activities in class were significantly improved in all areas, but the greatest improvement was in the most unfamiliar area of open-ended tasks. The influence of the researches on the teacher groupsʼ motivation appears to be stronger than the influence of teacher groups on individuals. Suggestions were listed relating to the innovative process in class, from the perspectives of researchers/evaluators.