Education policymaking in Serbia through the eyes of teachers, counselors, and principals

Abstract

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.

Needs, problems and competencies of school principals in Serbia

“…Претходна истраживања показала су да су директори, као и у Србији. Претходна истраживања показала су да су директори, као и наставници и просветни саветници били уверени да су добили најмању наставници и просветни саветници били уверени да су добили најмању подршку просветних власти за реформу која је увела инклузију у школе подршку просветних власти за реформу која је увела инклузију у школе у Србији (Teodorović у Србији (Teodorović et al et al, 2016). Такође, директори су исказали већу , 2016).…”

“…На недостатак од-ског терета и преклапања захтева образовних власти. На недостатак одговарајуће сарадње и комуникације између школа и образовних власти говарајуће сарадње и комуникације између школа и образовних власти и раније су указивили запослени у школама (Teodorović и раније су указивили запослени у школама (Teodorović et al et al, 2016). Како , 2016).…”

“…Prior research which were introduced in Serbian education relatively recently. Prior research showed that principals, as well as teachers and school counsellors, believed showed that principals, as well as teachers and school counsellors, believed that they received the least support from authorities for reform that introduced that they received the least support from authorities for reform that introduced inclusion in schools in Serbia (Teodorović inclusion in schools in Serbia (Teodorović et al et al, 2016). Moreover, prominent , 2016).…”

“…Considering that provision of training is der to be able to do them effectively. Considering that provision of training is usually one of the first and most frequently employed policy mechanism that usually one of the first and most frequently employed policy mechanism that Serbian policy makers employ when they wish to improve current problems in Serbian policy makers employ when they wish to improve current problems in education (Teodorović, Stanković, Bodroža, Milin & Đerić, 2016), respond-education (Teodorović, Stanković, Bodroža, Milin & Đerić, 2016), responding to these questions should considerably inform the proposal of adequate ing to these questions should considerably inform the proposal of adequate and relevant training for principals. and relevant training for principals.…”

“…С обзиром на то да је пружање обуке могли да их ефективно обављају. С обзиром на то да је пружање обуке један од првих и најчешће примењиваних механизама које доносиоци један од првих и најчешће примењиваних механизама које доносиоци одлука користе када желе да реше проблеме у образовању (Teodorović, одлука користе када желе да реше проблеме у образовању (Teodorović, Stanković, Bodroža, Milin & Đerić, 2016), одговари на ова питања требало Stanković, Bodroža, Milin & Đerić, 2016), одговари на ова питања требало би значајно да допринесу да се осмисле предлози адекватне и релевант-би значајно да допринесу да се осмисле предлози адекватне и релевантне обуке за директоре. не обуке за директоре.…”