TY  - CONF
AU  - Milošević, Zorica B.
AU  - Gojak, Natalija
AU  - Mišović, Jana
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/4809
AB  - In the beginning of the 2000s, a series of wider social changes took place in the Republic of Serbia, which were directly reflected in the social protection system. The previous centralized system of social protection, which emphasizes the predominantly paternalistic role of the system in relation to those in a state of social need, will be improved by a series of reform measures until 2010 and the development of the Model of integral social
protection in the local community. The theoretical-methodological basis of the Model consists of ecological-systemic approaches, which view individuals, social groups and their social environment as a unique system. The integral model of social protection is based on the paradigm of human rights, which are classified into three groups in the Model: 1) the right to life in the family and natural environment, 2) the right to optimal use of personal capacities and the development of all potentials and 3) the right to integration (inclusion and
participation) in the social environment. These three groups of rights are derived from the holism of human needs and represent a framework for the analysis and identification of needs that individuals and groups (especially the vulnerable or threatened groups) are unable to satisfy without special social support, which implies continuous and coordinated cooperation of different social systems at the local level. In the Model of integral social protection, the
emphasis is on the least restrictive social protection services, as a result of which the family and the local community gain importance. With the aforementioned changes comes an increase in the number of different social protection services in the local community, among which education occupies a special place. In this Model, education has multiple functions, two of which are key: it is a means of direct support and assistance to individuals and groups
(especially the vulnerable or threatened) in order to improve the quality of life, as well as a necessary tool for the empowerment and continuous improvement of those who organize the services in order to adjust to the needs of citizens, and to ethical and professional standards. A special role in the realization of these functions of education is played by the Republic Institute for Social Protection, that accredits training programs for professional workers and
professional associates in social protection, with the aim of improving the quality of services provided in the local community. After a theoretical analysis of the functions of education in the Model of integral social protection, in the paper we present an analysis of accredited educational programs and an analysis of the development of social protection services in the local community, based on which we offer recommendations for their further development.
PB  - ESREA Active Democratic Citizenship and Adult Learning Research Network
PB  - Institute for Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade
C3  - Movements for democracy, critical learning and the limits of what we know – Book of Abstracts
T1  - Education in the Model of Integral Social Protection
EP  - 50
SP  - 49
UR  - https://hdl.handle.net/21.15107/rcub_reff_4809
ER  - 

@conference{
author = "Milošević, Zorica B. and Gojak, Natalija and Mišović, Jana",
year = "2023",
abstract = "In the beginning of the 2000s, a series of wider social changes took place in the Republic of Serbia, which were directly reflected in the social protection system. The previous centralized system of social protection, which emphasizes the predominantly paternalistic role of the system in relation to those in a state of social need, will be improved by a series of reform measures until 2010 and the development of the Model of integral social
protection in the local community. The theoretical-methodological basis of the Model consists of ecological-systemic approaches, which view individuals, social groups and their social environment as a unique system. The integral model of social protection is based on the paradigm of human rights, which are classified into three groups in the Model: 1) the right to life in the family and natural environment, 2) the right to optimal use of personal capacities and the development of all potentials and 3) the right to integration (inclusion and
participation) in the social environment. These three groups of rights are derived from the holism of human needs and represent a framework for the analysis and identification of needs that individuals and groups (especially the vulnerable or threatened groups) are unable to satisfy without special social support, which implies continuous and coordinated cooperation of different social systems at the local level. In the Model of integral social protection, the
emphasis is on the least restrictive social protection services, as a result of which the family and the local community gain importance. With the aforementioned changes comes an increase in the number of different social protection services in the local community, among which education occupies a special place. In this Model, education has multiple functions, two of which are key: it is a means of direct support and assistance to individuals and groups
(especially the vulnerable or threatened) in order to improve the quality of life, as well as a necessary tool for the empowerment and continuous improvement of those who organize the services in order to adjust to the needs of citizens, and to ethical and professional standards. A special role in the realization of these functions of education is played by the Republic Institute for Social Protection, that accredits training programs for professional workers and
professional associates in social protection, with the aim of improving the quality of services provided in the local community. After a theoretical analysis of the functions of education in the Model of integral social protection, in the paper we present an analysis of accredited educational programs and an analysis of the development of social protection services in the local community, based on which we offer recommendations for their further development.",
publisher = "ESREA Active Democratic Citizenship and Adult Learning Research Network, Institute for Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade",
journal = "Movements for democracy, critical learning and the limits of what we know – Book of Abstracts",
title = "Education in the Model of Integral Social Protection",
pages = "50-49",
url = "https://hdl.handle.net/21.15107/rcub_reff_4809"
}

Milošević, Z. B., Gojak, N.,& Mišović, J.. (2023). Education in the Model of Integral Social Protection. in Movements for democracy, critical learning and the limits of what we know – Book of Abstracts
ESREA Active Democratic Citizenship and Adult Learning Research Network., 49-50.
https://hdl.handle.net/21.15107/rcub_reff_4809

Milošević ZB, Gojak N, Mišović J. Education in the Model of Integral Social Protection. in Movements for democracy, critical learning and the limits of what we know – Book of Abstracts. 2023;:49-50.
https://hdl.handle.net/21.15107/rcub_reff_4809 .

Milošević, Zorica B., Gojak, Natalija, Mišović, Jana, "Education in the Model of Integral Social Protection" in Movements for democracy, critical learning and the limits of what we know – Book of Abstracts (2023):49-50,
https://hdl.handle.net/21.15107/rcub_reff_4809 .

TY  - CONF
AU  - Milošević, Zorica B.
AU  - Crnojević, Marija D.
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/4545
AB  - U istraživanju tragamo za odgovorom na pitanje koje su sličnosti i razlike između procena spoljašnjih evaluatora
o potrebama škola za podrškom radi uspešnije realizacije procesa samovrednovanja i procena članova timova
za samovrednovanje o podršci koju očekuju od spoljašnjih evaluatora u tom procesu. Uzorak istraživanja obuhvata 336 spoljašnjih evaluatora i 6705 članova timova za samovrednovanje škola u Srbiji. Instrument kreiran
za potrebe ovog istraživanja obuhvata sadržaje potencijalne podrške procesu samovrednovanja, grupisane u 7
oblasti, koji su procenjivani četvorostepenom skalom, od 1 – nije potrebna, do 4 – veoma je potrebna. Rezultati
istraživanja ukazuju na to da postoje sličnosti i razlike u procenama spoljašnjih evaluatora i članova timova za
samovrednovanje u mišljenju o potrebnoj podršci školi za realizaciju procesa samovrednovanja, što nas opravdano usmerava ka tome da samo zajedničko aktivno učestvovanje svih zainteresovanih aktera obrazovnog sistema
u samovrednovanju kvaliteta rada škola, uz međusobno učenje jednih od drugih, vodi ka podizanju kvaliteta
obrazovnog sistema u celini.
PB  - Univerzitet u Beogradu – Filozofski fakultet Institut za pedagogiju i andragogiju
PB  - Pedagoško društvo Srbije
C3  - U potrazi za kvalitetnim obrazovanjem i vaspitanjem: izazovi i moguća rešenja, Susreti pedagoga Nacionalni naučni skup 22. maj 2023, Beograd
T1  - Korak u susretu samovrednovanja i spoljašnjeg evaluiranja kvaliteta rada škola
EP  - 108
SP  - 103
UR  - https://hdl.handle.net/21.15107/rcub_reff_4545
ER  - 

@conference{
author = "Milošević, Zorica B. and Crnojević, Marija D.",
year = "2023",
abstract = "U istraživanju tragamo za odgovorom na pitanje koje su sličnosti i razlike između procena spoljašnjih evaluatora
o potrebama škola za podrškom radi uspešnije realizacije procesa samovrednovanja i procena članova timova
za samovrednovanje o podršci koju očekuju od spoljašnjih evaluatora u tom procesu. Uzorak istraživanja obuhvata 336 spoljašnjih evaluatora i 6705 članova timova za samovrednovanje škola u Srbiji. Instrument kreiran
za potrebe ovog istraživanja obuhvata sadržaje potencijalne podrške procesu samovrednovanja, grupisane u 7
oblasti, koji su procenjivani četvorostepenom skalom, od 1 – nije potrebna, do 4 – veoma je potrebna. Rezultati
istraživanja ukazuju na to da postoje sličnosti i razlike u procenama spoljašnjih evaluatora i članova timova za
samovrednovanje u mišljenju o potrebnoj podršci školi za realizaciju procesa samovrednovanja, što nas opravdano usmerava ka tome da samo zajedničko aktivno učestvovanje svih zainteresovanih aktera obrazovnog sistema
u samovrednovanju kvaliteta rada škola, uz međusobno učenje jednih od drugih, vodi ka podizanju kvaliteta
obrazovnog sistema u celini.",
publisher = "Univerzitet u Beogradu – Filozofski fakultet Institut za pedagogiju i andragogiju, Pedagoško društvo Srbije",
journal = "U potrazi za kvalitetnim obrazovanjem i vaspitanjem: izazovi i moguća rešenja, Susreti pedagoga Nacionalni naučni skup 22. maj 2023, Beograd",
title = "Korak u susretu samovrednovanja i spoljašnjeg evaluiranja kvaliteta rada škola",
pages = "108-103",
url = "https://hdl.handle.net/21.15107/rcub_reff_4545"
}

Milošević, Z. B.,& Crnojević, M. D.. (2023). Korak u susretu samovrednovanja i spoljašnjeg evaluiranja kvaliteta rada škola. in U potrazi za kvalitetnim obrazovanjem i vaspitanjem: izazovi i moguća rešenja, Susreti pedagoga Nacionalni naučni skup 22. maj 2023, Beograd
Univerzitet u Beogradu – Filozofski fakultet Institut za pedagogiju i andragogiju., 103-108.
https://hdl.handle.net/21.15107/rcub_reff_4545

Milošević ZB, Crnojević MD. Korak u susretu samovrednovanja i spoljašnjeg evaluiranja kvaliteta rada škola. in U potrazi za kvalitetnim obrazovanjem i vaspitanjem: izazovi i moguća rešenja, Susreti pedagoga Nacionalni naučni skup 22. maj 2023, Beograd. 2023;:103-108.
https://hdl.handle.net/21.15107/rcub_reff_4545 .

Milošević, Zorica B., Crnojević, Marija D., "Korak u susretu samovrednovanja i spoljašnjeg evaluiranja kvaliteta rada škola" in U potrazi za kvalitetnim obrazovanjem i vaspitanjem: izazovi i moguća rešenja, Susreti pedagoga Nacionalni naučni skup 22. maj 2023, Beograd (2023):103-108,
https://hdl.handle.net/21.15107/rcub_reff_4545 .

TY  - JOUR
AU  - Mišović, Jana
AU  - Gojak, Natalija
AU  - Milošević, Zorica
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/4245
AB  - Naučna i društveno-politička zainteresovanost za starost i stare podstaknuta je globalnim trendom demografskog starenja stanovništva. Dostupno je mnoštvo različitih društvenih narativa o starosti kao periodu života, starima kao društvenoj kategoriji i obrazovanju koje je njima namenjeno, a sve ove narative možemo grupisati u tri pristupa teoriji, praksi i politici obrazovanja starih: koncept dezangažovanja, koncept ekspanzivnog angažovanja i koncept konstruktivnog i kompetentnog angažovanja. Kreiran je instrument za ispitivanje uverenja o starosti, starima i obrazovanju starih koji se temelji na teorijskim premisama navedenih pristupa. Sa ciljem da se ispita pouzdanost kreiranog instrumenta sprovedeno je pilot-istraživanje na uzorku od 40 studenata andragogije Filozofskog fakulteta Univerziteta u Beogradu. U radu su predstavljeni rezultati pilot-israživanja o uverenju studenata andragogije o starosti, starima i obrazovanju starih i metrijske karakteristike pouzadnosti kreiranog instrumenta. Instrument je revidiran na osnovu dobijenih rezultata istraživanja i prikazan je na kraju rada.
AB  - Scientific and socio-political interest in the old age and the elderly is stimulated by
the global trend of demographic aging of the population. There are many different
social narratives available about the old age as a period of life, the elderly as a
social category and the education intended for them, and all these narratives can
be grouped into three approaches to the theory, practice and policy of elderly
education: the concept of disengagement, the concept of expansive engagement
and the concept of constructive and competent engagement. An instrument for
examination of beliefs about the old age, elderly and elderly education was created,
which is based on the theoretical premises of the aforementioned approaches. In
order to examine the reliability of the created instrument, a pilot study was
conducted on a sample of 40 andragogy students at the Faculty of Philosophy,
University of Belgrade. The paper presents the results of a pilot study of the beliefs
of andragogy students about the old age, elderly and elderly education, as well as
the metric characteristics of the reliability of the created instrument. The
instrument was revised based on the obtained research results and is presented at
the end of the paper.
T2  - Zbornik Instituta za kriminološka i sociološka istraživanja
T1  - Starost je i mirno more i nemirna luka: instrument za ispitivanje uverenja o starosti, starima i obrazovanju starih
T1  - Old age is both a calm sea and a restless port: an instrument for examining beliefs about the old age, elderly and eldery education
EP  - 40
IS  - 2-3
SP  - 27
VL  - 41
DO  - 10.47152/ziksi2022032
ER  - 

@article{
author = "Mišović, Jana and Gojak, Natalija and Milošević, Zorica",
year = "2022",
abstract = "Naučna i društveno-politička zainteresovanost za starost i stare podstaknuta je globalnim trendom demografskog starenja stanovništva. Dostupno je mnoštvo različitih društvenih narativa o starosti kao periodu života, starima kao društvenoj kategoriji i obrazovanju koje je njima namenjeno, a sve ove narative možemo grupisati u tri pristupa teoriji, praksi i politici obrazovanja starih: koncept dezangažovanja, koncept ekspanzivnog angažovanja i koncept konstruktivnog i kompetentnog angažovanja. Kreiran je instrument za ispitivanje uverenja o starosti, starima i obrazovanju starih koji se temelji na teorijskim premisama navedenih pristupa. Sa ciljem da se ispita pouzdanost kreiranog instrumenta sprovedeno je pilot-istraživanje na uzorku od 40 studenata andragogije Filozofskog fakulteta Univerziteta u Beogradu. U radu su predstavljeni rezultati pilot-israživanja o uverenju studenata andragogije o starosti, starima i obrazovanju starih i metrijske karakteristike pouzadnosti kreiranog instrumenta. Instrument je revidiran na osnovu dobijenih rezultata istraživanja i prikazan je na kraju rada., Scientific and socio-political interest in the old age and the elderly is stimulated by
the global trend of demographic aging of the population. There are many different
social narratives available about the old age as a period of life, the elderly as a
social category and the education intended for them, and all these narratives can
be grouped into three approaches to the theory, practice and policy of elderly
education: the concept of disengagement, the concept of expansive engagement
and the concept of constructive and competent engagement. An instrument for
examination of beliefs about the old age, elderly and elderly education was created,
which is based on the theoretical premises of the aforementioned approaches. In
order to examine the reliability of the created instrument, a pilot study was
conducted on a sample of 40 andragogy students at the Faculty of Philosophy,
University of Belgrade. The paper presents the results of a pilot study of the beliefs
of andragogy students about the old age, elderly and elderly education, as well as
the metric characteristics of the reliability of the created instrument. The
instrument was revised based on the obtained research results and is presented at
the end of the paper.",
journal = "Zbornik Instituta za kriminološka i sociološka istraživanja",
title = "Starost je i mirno more i nemirna luka: instrument za ispitivanje uverenja o starosti, starima i obrazovanju starih, Old age is both a calm sea and a restless port: an instrument for examining beliefs about the old age, elderly and eldery education",
pages = "40-27",
number = "2-3",
volume = "41",
doi = "10.47152/ziksi2022032"
}

Mišović, J., Gojak, N.,& Milošević, Z.. (2022). Starost je i mirno more i nemirna luka: instrument za ispitivanje uverenja o starosti, starima i obrazovanju starih. in Zbornik Instituta za kriminološka i sociološka istraživanja, 41(2-3), 27-40.
https://doi.org/10.47152/ziksi2022032

Mišović J, Gojak N, Milošević Z. Starost je i mirno more i nemirna luka: instrument za ispitivanje uverenja o starosti, starima i obrazovanju starih. in Zbornik Instituta za kriminološka i sociološka istraživanja. 2022;41(2-3):27-40.
doi:10.47152/ziksi2022032 .

Mišović, Jana, Gojak, Natalija, Milošević, Zorica, "Starost je i mirno more i nemirna luka: instrument za ispitivanje uverenja o starosti, starima i obrazovanju starih" in Zbornik Instituta za kriminološka i sociološka istraživanja, 41, no. 2-3 (2022):27-40,
https://doi.org/10.47152/ziksi2022032 . .

TY  - CHAP
AU  - Milošević, Zorica
AU  - Dimitrijević, Ljiljana
PY  - 2020
UR  - http://reff.f.bg.ac.rs/handle/123456789/3849
AB  - In this paper we reflect about work based learning as learning about work, learning at
work and learning through work. The acquisition of knowledge, skills and competences
through action-based or reflective learning in a vocational or occupational context is
Work-based Learning (WBL) and is often seen as a strong energy for developing workplace skills and promoting productivity of the labour force. It is directly linked to the
mission of Vocational Education and Training (VET) to help learners acquire knowledge, skills and competences which are essential in working life. Realising the potential
of WBL requires companies and trainees to engage in WBL that effectively increases
productivity. Creating opportunities for high-quality WBL lies at the heart of current
European education and training policies. Efforts are needed to invest in expanding the
offer of apprenticeships and traineeships in countries where opportunities for this type
of learning remain very limited. This paper will try to show one view on understanding
benefits of WBL and present why it is important to companies to provide high-quality
WBL. Regional project “Master 5” is aimed to support the development and visibility
of higher VET opportunities through regional partnerships between learning providers,
business and social partners with a particular focus on needs for higher level VET skills
at sectoral level. The specific objective is to design and implement new training framework based on WBL for higher level VET provision in craftsmanship to provide skills
needs on the regional labour market, thus following the New Skills Agenda. The idea is
that the major impact on both learners and business will be increased attractiveness and
recognition of master craftsman vocations as providing access to employment and career advancement, as well as enabling further learning and progression to higher education based on strong WBL-basis. Views of companies participated in research in project
“Master 5” will be shown in this paper as one example.
PB  - Institute for Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade, Serbia
PB  - ESREA – European Society for Research on the Education of Adults
PB  - Adult Education Society, Serbia
T2  - Navigating through Contemporary World with Adult Education Research and Practice
T1  - Work-Based Learning for Higher Level VET Provision
EP  - 416
SP  - 403
UR  - https://hdl.handle.net/21.15107/rcub_reff_3849
ER  - 

@inbook{
author = "Milošević, Zorica and Dimitrijević, Ljiljana",
year = "2020",
abstract = "In this paper we reflect about work based learning as learning about work, learning at
work and learning through work. The acquisition of knowledge, skills and competences
through action-based or reflective learning in a vocational or occupational context is
Work-based Learning (WBL) and is often seen as a strong energy for developing workplace skills and promoting productivity of the labour force. It is directly linked to the
mission of Vocational Education and Training (VET) to help learners acquire knowledge, skills and competences which are essential in working life. Realising the potential
of WBL requires companies and trainees to engage in WBL that effectively increases
productivity. Creating opportunities for high-quality WBL lies at the heart of current
European education and training policies. Efforts are needed to invest in expanding the
offer of apprenticeships and traineeships in countries where opportunities for this type
of learning remain very limited. This paper will try to show one view on understanding
benefits of WBL and present why it is important to companies to provide high-quality
WBL. Regional project “Master 5” is aimed to support the development and visibility
of higher VET opportunities through regional partnerships between learning providers,
business and social partners with a particular focus on needs for higher level VET skills
at sectoral level. The specific objective is to design and implement new training framework based on WBL for higher level VET provision in craftsmanship to provide skills
needs on the regional labour market, thus following the New Skills Agenda. The idea is
that the major impact on both learners and business will be increased attractiveness and
recognition of master craftsman vocations as providing access to employment and career advancement, as well as enabling further learning and progression to higher education based on strong WBL-basis. Views of companies participated in research in project
“Master 5” will be shown in this paper as one example.",
publisher = "Institute for Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade, Serbia, ESREA – European Society for Research on the Education of Adults, Adult Education Society, Serbia",
journal = "Navigating through Contemporary World with Adult Education Research and Practice",
booktitle = "Work-Based Learning for Higher Level VET Provision",
pages = "416-403",
url = "https://hdl.handle.net/21.15107/rcub_reff_3849"
}

Milošević, Z.,& Dimitrijević, L.. (2020). Work-Based Learning for Higher Level VET Provision. in Navigating through Contemporary World with Adult Education Research and Practice
Institute for Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade, Serbia., 403-416.
https://hdl.handle.net/21.15107/rcub_reff_3849

Milošević Z, Dimitrijević L. Work-Based Learning for Higher Level VET Provision. in Navigating through Contemporary World with Adult Education Research and Practice. 2020;:403-416.
https://hdl.handle.net/21.15107/rcub_reff_3849 .

Milošević, Zorica, Dimitrijević, Ljiljana, "Work-Based Learning for Higher Level VET Provision" in Navigating through Contemporary World with Adult Education Research and Practice (2020):403-416,
https://hdl.handle.net/21.15107/rcub_reff_3849 .

TY  - CHAP
AU  - Gojak, Natalija
AU  - Milošević, Zorica
PY  - 2020
UR  - http://reff.f.bg.ac.rs/handle/123456789/3563
AB  - Alzheimer’s disease is one of the most common causes of dementia syndrome, gradually
making a person dependent on someone else’s care and help. Alzheimer’s disease affects
the functioning of the entire family of a member living with diagnosis, it puts family in
a state of social need and can generate a non-developmental family crisis. Due to the
multiple negative effects caused by this crisis, various services and support programs
for families with a member with Alzheimer’s disease are developing. One type of these
support programs is adult education. Considering the global trend of increasing number
of people with diagnosis of Alzheimer’s disease, we recognize the need to make adult
education more accessible to their families. It is necessary that such programs are available to families of people living with Alzheimer’s disease, and we decided to investigate
what should be the content of such educational programs. Our research question is: what
are the educational contents that are useful for families’ members of people with Alzheimer’s disease? In the search for an answer, we conducted 7 in-depth semi-structured
interviews. Given that we are starting from the assumption that the process of creating
educational content should be participatory, that all actors involved in the life of a member’s living with Alzheimer’s disease family should be included in it, research participants
were families’ members of people living with Alzheimer’s disease, social care experts and
caregivers. We searched for the similarities and differences in their opinions, in order to
reach what is common. Our goal was to reach a compromise in the participants’ thinking, to reach the cross-sectional content of educational programs for the families of a person with Alzheimer’s disease. The research results show that the opinions of the research
participants are very similar, they have more in common in their opinions than differences. Everyone agrees that members of families of people with Alzheimer’s disease need
both the educational content about the Alzheimer’s disease itself, as well as the educational content related to family functioning and community services. This suggests that
relatives of a person living with Alzheimer’s disease need a comprehensive education that
will support them in various aspects of their lives.
PB  - Belgrade: Institute for Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade
PB  - European Society for Research on the Education of Adults
PB  - Belgrade: Adult Education Society
T2  - Navigating through Contemporary World with Adult Education Research and Practice
T1  - Educational Support to a Family with a Member Suffering from Alzheimer's Disease
EP  - 235
SP  - 219
UR  - https://hdl.handle.net/21.15107/rcub_reff_3563
ER  - 

@inbook{
author = "Gojak, Natalija and Milošević, Zorica",
year = "2020",
abstract = "Alzheimer’s disease is one of the most common causes of dementia syndrome, gradually
making a person dependent on someone else’s care and help. Alzheimer’s disease affects
the functioning of the entire family of a member living with diagnosis, it puts family in
a state of social need and can generate a non-developmental family crisis. Due to the
multiple negative effects caused by this crisis, various services and support programs
for families with a member with Alzheimer’s disease are developing. One type of these
support programs is adult education. Considering the global trend of increasing number
of people with diagnosis of Alzheimer’s disease, we recognize the need to make adult
education more accessible to their families. It is necessary that such programs are available to families of people living with Alzheimer’s disease, and we decided to investigate
what should be the content of such educational programs. Our research question is: what
are the educational contents that are useful for families’ members of people with Alzheimer’s disease? In the search for an answer, we conducted 7 in-depth semi-structured
interviews. Given that we are starting from the assumption that the process of creating
educational content should be participatory, that all actors involved in the life of a member’s living with Alzheimer’s disease family should be included in it, research participants
were families’ members of people living with Alzheimer’s disease, social care experts and
caregivers. We searched for the similarities and differences in their opinions, in order to
reach what is common. Our goal was to reach a compromise in the participants’ thinking, to reach the cross-sectional content of educational programs for the families of a person with Alzheimer’s disease. The research results show that the opinions of the research
participants are very similar, they have more in common in their opinions than differences. Everyone agrees that members of families of people with Alzheimer’s disease need
both the educational content about the Alzheimer’s disease itself, as well as the educational content related to family functioning and community services. This suggests that
relatives of a person living with Alzheimer’s disease need a comprehensive education that
will support them in various aspects of their lives.",
publisher = "Belgrade: Institute for Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade, European Society for Research on the Education of Adults, Belgrade: Adult Education Society",
journal = "Navigating through Contemporary World with Adult Education Research and Practice",
booktitle = "Educational Support to a Family with a Member Suffering from Alzheimer's Disease",
pages = "235-219",
url = "https://hdl.handle.net/21.15107/rcub_reff_3563"
}

Gojak, N.,& Milošević, Z.. (2020). Educational Support to a Family with a Member Suffering from Alzheimer's Disease. in Navigating through Contemporary World with Adult Education Research and Practice
Belgrade: Institute for Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade., 219-235.
https://hdl.handle.net/21.15107/rcub_reff_3563

Gojak N, Milošević Z. Educational Support to a Family with a Member Suffering from Alzheimer's Disease. in Navigating through Contemporary World with Adult Education Research and Practice. 2020;:219-235.
https://hdl.handle.net/21.15107/rcub_reff_3563 .

Gojak, Natalija, Milošević, Zorica, "Educational Support to a Family with a Member Suffering from Alzheimer's Disease" in Navigating through Contemporary World with Adult Education Research and Practice (2020):219-235,
https://hdl.handle.net/21.15107/rcub_reff_3563 .

TY  - CONF
AU  - Dimitrijević, Ljiljana
AU  - Milošević, Zorica B.
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/4841
AB  - The acquisition of knowledge, skills and competences through action-based or reflective learning in a vocational or occupational context is Work-based Learning (WBL) and is often seen as a strong energy for developing workplace skills and promoting productivity of the labour force. It is directly linked to the mission of VET to help learners acquire knowledge, skills and competences which are essential in working life. Realising the potential of WBL requires companies and trainees to engage in WBL that effectively increases productivity. Creating opportunities for high-quality WBL lies at the heart of current European education and training policies. Efforts are needed to invest in expanding the offer of apprenticeships and traineeships in countries where opportunities for this type of learning remain very limited. This paper will try to show one view on understanding benefits of WBL and present why is it important to companies to provide high-quality WBL. Regional project „Master 5‟ is aimed to support the development and visibility of higher VET opportunities through regional partnerships between learning providers, business and social partners with a particular focus on needs for higher level VET skills at sectoral level. The specific objective is to design and implement new training framework based on WBL for higher level VET provision in craftsmanship to provide skills needs on the regional labour market, thus following the New Skills Agenda. The idea is that the major impact on both learners and business will be increased attractiveness and recognition of master craftsman vocations as providing access to employment and career advancement, as well as enabling further learning and progression to higher education based on strong WBL-basis. Involvement of companies, government institutions and providers in educational services is considered as neoliberal impact on education aimed to generate new institutional and social formats for the production, transfer and application of knowledge. Views of companies participated in research in project „Master 5‟ will be shown in this paper as one example of WBL for higher level VET provision possibilities.
PB  - Belgrade: Institute for Pedagogy and Andragogy, Faculty of Philosophy
PB  - Linköping: European Society for Research on the Education of Adults (ESREA)
PB  - Belgrade: Adult Education Society
C3  - Adult Education research and practice between the welfare state and neoliberalism – Book of Abstracts
T1  - Work-based Learning for Higher Level VET Provision
EP  - 102
SP  - 102
UR  - https://hdl.handle.net/21.15107/rcub_reff_4841
ER  - 

@conference{
author = "Dimitrijević, Ljiljana and Milošević, Zorica B.",
year = "2019",
abstract = "The acquisition of knowledge, skills and competences through action-based or reflective learning in a vocational or occupational context is Work-based Learning (WBL) and is often seen as a strong energy for developing workplace skills and promoting productivity of the labour force. It is directly linked to the mission of VET to help learners acquire knowledge, skills and competences which are essential in working life. Realising the potential of WBL requires companies and trainees to engage in WBL that effectively increases productivity. Creating opportunities for high-quality WBL lies at the heart of current European education and training policies. Efforts are needed to invest in expanding the offer of apprenticeships and traineeships in countries where opportunities for this type of learning remain very limited. This paper will try to show one view on understanding benefits of WBL and present why is it important to companies to provide high-quality WBL. Regional project „Master 5‟ is aimed to support the development and visibility of higher VET opportunities through regional partnerships between learning providers, business and social partners with a particular focus on needs for higher level VET skills at sectoral level. The specific objective is to design and implement new training framework based on WBL for higher level VET provision in craftsmanship to provide skills needs on the regional labour market, thus following the New Skills Agenda. The idea is that the major impact on both learners and business will be increased attractiveness and recognition of master craftsman vocations as providing access to employment and career advancement, as well as enabling further learning and progression to higher education based on strong WBL-basis. Involvement of companies, government institutions and providers in educational services is considered as neoliberal impact on education aimed to generate new institutional and social formats for the production, transfer and application of knowledge. Views of companies participated in research in project „Master 5‟ will be shown in this paper as one example of WBL for higher level VET provision possibilities.",
publisher = "Belgrade: Institute for Pedagogy and Andragogy, Faculty of Philosophy, Linköping: European Society for Research on the Education of Adults (ESREA), Belgrade: Adult Education Society",
journal = "Adult Education research and practice between the welfare state and neoliberalism – Book of Abstracts",
title = "Work-based Learning for Higher Level VET Provision",
pages = "102-102",
url = "https://hdl.handle.net/21.15107/rcub_reff_4841"
}

Dimitrijević, L.,& Milošević, Z. B.. (2019). Work-based Learning for Higher Level VET Provision. in Adult Education research and practice between the welfare state and neoliberalism – Book of Abstracts
Belgrade: Institute for Pedagogy and Andragogy, Faculty of Philosophy., 102-102.
https://hdl.handle.net/21.15107/rcub_reff_4841

Dimitrijević L, Milošević ZB. Work-based Learning for Higher Level VET Provision. in Adult Education research and practice between the welfare state and neoliberalism – Book of Abstracts. 2019;:102-102.
https://hdl.handle.net/21.15107/rcub_reff_4841 .

Dimitrijević, Ljiljana, Milošević, Zorica B., "Work-based Learning for Higher Level VET Provision" in Adult Education research and practice between the welfare state and neoliberalism – Book of Abstracts (2019):102-102,
https://hdl.handle.net/21.15107/rcub_reff_4841 .

TY  - JOUR
AU  - Milošević, Zorica B.
AU  - Medić, Snežana
PY  - 2018
UR  - http://reff.f.bg.ac.rs/handle/123456789/4840
AB  - U ovom radu analiziran je put i proces razvoja ideje i programa za razvoj kompetencija univerzitetskih nastavnika, barijere i otpori prema ovakvim programima koje smo delili sa drugim univerzitetima, ali i uspesi koje smo ostvarili. Rad prikazuje i analizira rezultate istraživanja ciljeva univerzitetske nastave nastavnika Beogradskog univerziteta, koji učestvuju u jednom ovakvom programu obuke, sa rezultatima iz kojih je evidentno zašto su
potrebni, i kakvi su programi obuke potrebni univerzitetskim nastavnicima.
AB  - In this paper we analyzed the path and process of developing ideas and programs for the development of university teachers` competencies, barriers and resistance to such programs that we shared with other universities, but also the successes we have achieved. The paper presents and analyzes the results of the research about university teaching goals of the Belgrade University teachers participating in such a training program, with the results from which it is evident why they are needed and what training programs are needed for university teachers.
PB  - Sarajevo: Bosanski kulturni centar
PB  - Institut za međunarodnu saradnju Nemačkog saveza visokih narodnih škola (DVV International) Ured za Bosnu i Hercegovinu
T2  - Obrazovanje odraslih
T1  - Programi za razvoj didaktičkih kompetencija univerzitetskih nastavnika i ciljevi nastave visokoškolskog obrazovanja
T1  - Programs for Development of Didactic Competences of University Teachers and Teaching Goals in Higher Education
EP  - 30
IS  - 1
SP  - 11
VL  - 18
UR  - https://hdl.handle.net/21.15107/rcub_reff_4840
ER  - 

@article{
author = "Milošević, Zorica B. and Medić, Snežana",
year = "2018",
abstract = "U ovom radu analiziran je put i proces razvoja ideje i programa za razvoj kompetencija univerzitetskih nastavnika, barijere i otpori prema ovakvim programima koje smo delili sa drugim univerzitetima, ali i uspesi koje smo ostvarili. Rad prikazuje i analizira rezultate istraživanja ciljeva univerzitetske nastave nastavnika Beogradskog univerziteta, koji učestvuju u jednom ovakvom programu obuke, sa rezultatima iz kojih je evidentno zašto su
potrebni, i kakvi su programi obuke potrebni univerzitetskim nastavnicima., In this paper we analyzed the path and process of developing ideas and programs for the development of university teachers` competencies, barriers and resistance to such programs that we shared with other universities, but also the successes we have achieved. The paper presents and analyzes the results of the research about university teaching goals of the Belgrade University teachers participating in such a training program, with the results from which it is evident why they are needed and what training programs are needed for university teachers.",
publisher = "Sarajevo: Bosanski kulturni centar, Institut za međunarodnu saradnju Nemačkog saveza visokih narodnih škola (DVV International) Ured za Bosnu i Hercegovinu",
journal = "Obrazovanje odraslih",
title = "Programi za razvoj didaktičkih kompetencija univerzitetskih nastavnika i ciljevi nastave visokoškolskog obrazovanja, Programs for Development of Didactic Competences of University Teachers and Teaching Goals in Higher Education",
pages = "30-11",
number = "1",
volume = "18",
url = "https://hdl.handle.net/21.15107/rcub_reff_4840"
}

Milošević, Z. B.,& Medić, S.. (2018). Programi za razvoj didaktičkih kompetencija univerzitetskih nastavnika i ciljevi nastave visokoškolskog obrazovanja. in Obrazovanje odraslih
Sarajevo: Bosanski kulturni centar., 18(1), 11-30.
https://hdl.handle.net/21.15107/rcub_reff_4840

Milošević ZB, Medić S. Programi za razvoj didaktičkih kompetencija univerzitetskih nastavnika i ciljevi nastave visokoškolskog obrazovanja. in Obrazovanje odraslih. 2018;18(1):11-30.
https://hdl.handle.net/21.15107/rcub_reff_4840 .

Milošević, Zorica B., Medić, Snežana, "Programi za razvoj didaktičkih kompetencija univerzitetskih nastavnika i ciljevi nastave visokoškolskog obrazovanja" in Obrazovanje odraslih, 18, no. 1 (2018):11-30,
https://hdl.handle.net/21.15107/rcub_reff_4840 .

TY  - CONF
AU  - Milošević, Zorica B.
PY  - 2017
UR  - http://reff.f.bg.ac.rs/handle/123456789/4839
AB  - U ovom radu analizirali smo procenu porodičnog funkcionisanja, koju smo dobili na uzorku adolescenata i roditelja. Analiza obuhvata nekoliko celina: Globalnu procenu porodičnog funkcionisanja, Procenu funkcionisanja porodice po pojedinim dimenzijama porodičnog života, Odnos između dve subskale u proceni porodične situacije (Skala A – procena sveukupne porodične situacije po određenoj dimenziji i Skala B – procena određene dimenzije u odnosu sa
roditeljem, tj. sa adolescentom). Dimenzije porodičnog funkcionisanja na osnovu kojih su definisani indikatori za razumevanje vaspitne stvarnosti porodice u fazi porodica sa adolescentom su: porodične uloge, kontrola ponašanja, emocionalna povezanost članova porodice, način afektivnog reagovanja, komunikacija, sposobnost porodice da rešava probleme,
odnos porodice prema promenama. Rezultati istraživanja pokazuju da se emocionalna povezanost članova porodice može smatrati osnovnom snagom porodice i značajnim resursom koji porodicu „drži na okupu“. Porodične uloge i odnos porodice prema promenama su dimenzije koje se procenjuju najneuspešnijim, što može voditi ka zaključku da promene koje se dešavaju u
porodici u ovom periodu kao i načini reagovanja na njih mogu i treba da budu sadržaji obrazovanja namenjenog roditeljima.
PB  - Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu
PB  - Pedagoško društvo Srbije
C3  - ВасПИТАЊЕ данас
T1  - Prilog razumevanju vaspitne stvarnosti porodice sa adolescentom
EP  - 126
SP  - 121
UR  - https://hdl.handle.net/21.15107/rcub_reff_4839
ER  - 

@conference{
author = "Milošević, Zorica B.",
year = "2017",
abstract = "U ovom radu analizirali smo procenu porodičnog funkcionisanja, koju smo dobili na uzorku adolescenata i roditelja. Analiza obuhvata nekoliko celina: Globalnu procenu porodičnog funkcionisanja, Procenu funkcionisanja porodice po pojedinim dimenzijama porodičnog života, Odnos između dve subskale u proceni porodične situacije (Skala A – procena sveukupne porodične situacije po određenoj dimenziji i Skala B – procena određene dimenzije u odnosu sa
roditeljem, tj. sa adolescentom). Dimenzije porodičnog funkcionisanja na osnovu kojih su definisani indikatori za razumevanje vaspitne stvarnosti porodice u fazi porodica sa adolescentom su: porodične uloge, kontrola ponašanja, emocionalna povezanost članova porodice, način afektivnog reagovanja, komunikacija, sposobnost porodice da rešava probleme,
odnos porodice prema promenama. Rezultati istraživanja pokazuju da se emocionalna povezanost članova porodice može smatrati osnovnom snagom porodice i značajnim resursom koji porodicu „drži na okupu“. Porodične uloge i odnos porodice prema promenama su dimenzije koje se procenjuju najneuspešnijim, što može voditi ka zaključku da promene koje se dešavaju u
porodici u ovom periodu kao i načini reagovanja na njih mogu i treba da budu sadržaji obrazovanja namenjenog roditeljima.",
publisher = "Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu, Pedagoško društvo Srbije",
journal = "ВасПИТАЊЕ данас",
title = "Prilog razumevanju vaspitne stvarnosti porodice sa adolescentom",
pages = "126-121",
url = "https://hdl.handle.net/21.15107/rcub_reff_4839"
}

Milošević, Z. B.. (2017). Prilog razumevanju vaspitne stvarnosti porodice sa adolescentom. in ВасПИТАЊЕ данас
Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu., 121-126.
https://hdl.handle.net/21.15107/rcub_reff_4839

Milošević ZB. Prilog razumevanju vaspitne stvarnosti porodice sa adolescentom. in ВасПИТАЊЕ данас. 2017;:121-126.
https://hdl.handle.net/21.15107/rcub_reff_4839 .

Milošević, Zorica B., "Prilog razumevanju vaspitne stvarnosti porodice sa adolescentom" in ВасПИТАЊЕ данас (2017):121-126,
https://hdl.handle.net/21.15107/rcub_reff_4839 .

TY  - CHAP
AU  - Milošević, Zorica B.
AU  - Medić, Snežana
PY  - 2016
UR  - http://reff.f.bg.ac.rs/handle/123456789/4837
AB  - The issue of gender is a challenging one for researchers working in different scientific fields. In this paper, we analyzed approaches to gender issues in research papers in the field of Andragogy. The paper presents the results of the analysis of students’ final research papers – defended at the Chair of Andragogy, Faculty of Philosophy in Belgrade. The aim of the analysis was to determine whether, how and in what context these papers open and treat gender issues. The study included the following tasks: 1. To identify how many of the analyzed students’ research papers are directly focused on the exploration of gender issues; 2. To identify courses in andragogy curriculum to which these papers belong; 3. To identify the way in which gender issues are tackled when the topic belongs to other and different subject of the research; 4. To identify how the methodological procedure addresses the issue of gender; 5. To identify how the analysis of research results and recommendations of the research approaches the problem of gender. The subject of analysis of our paper were not final papers of students who particularly deal with gender in their research; only six of the 72 papers could
be classified as belonging to that category. 52 papers which presented research of different phenomena in adult education introduce the problem of sex and set up the research problem in the context of gender with more or less success. The purpose of this paper was to detect weaknesses in the treatment of gender issues, to consider the possible causes and recommend ways for intervention to prevent adult education from being a generator of gender
stereotypes.
PB  - Belgrade: Institute for Pedagogy and Andragogy, Faculty of Philosophy
PB  - Linköping: European Society for Research on the Education of Adults (ESREA)
PB  - Belgrade: Adult Education Society
T2  - Contemporary Issues and Perspectives on Gender Research in Adult Education
T1  - Gender Approach Issue in Students´ Research Papers
EP  - 81
SP  - 67
UR  - https://hdl.handle.net/21.15107/rcub_reff_4837
ER  - 

@inbook{
author = "Milošević, Zorica B. and Medić, Snežana",
year = "2016",
abstract = "The issue of gender is a challenging one for researchers working in different scientific fields. In this paper, we analyzed approaches to gender issues in research papers in the field of Andragogy. The paper presents the results of the analysis of students’ final research papers – defended at the Chair of Andragogy, Faculty of Philosophy in Belgrade. The aim of the analysis was to determine whether, how and in what context these papers open and treat gender issues. The study included the following tasks: 1. To identify how many of the analyzed students’ research papers are directly focused on the exploration of gender issues; 2. To identify courses in andragogy curriculum to which these papers belong; 3. To identify the way in which gender issues are tackled when the topic belongs to other and different subject of the research; 4. To identify how the methodological procedure addresses the issue of gender; 5. To identify how the analysis of research results and recommendations of the research approaches the problem of gender. The subject of analysis of our paper were not final papers of students who particularly deal with gender in their research; only six of the 72 papers could
be classified as belonging to that category. 52 papers which presented research of different phenomena in adult education introduce the problem of sex and set up the research problem in the context of gender with more or less success. The purpose of this paper was to detect weaknesses in the treatment of gender issues, to consider the possible causes and recommend ways for intervention to prevent adult education from being a generator of gender
stereotypes.",
publisher = "Belgrade: Institute for Pedagogy and Andragogy, Faculty of Philosophy, Linköping: European Society for Research on the Education of Adults (ESREA), Belgrade: Adult Education Society",
journal = "Contemporary Issues and Perspectives on Gender Research in Adult Education",
booktitle = "Gender Approach Issue in Students´ Research Papers",
pages = "81-67",
url = "https://hdl.handle.net/21.15107/rcub_reff_4837"
}

Milošević, Z. B.,& Medić, S.. (2016). Gender Approach Issue in Students´ Research Papers. in Contemporary Issues and Perspectives on Gender Research in Adult Education
Belgrade: Institute for Pedagogy and Andragogy, Faculty of Philosophy., 67-81.
https://hdl.handle.net/21.15107/rcub_reff_4837

Milošević ZB, Medić S. Gender Approach Issue in Students´ Research Papers. in Contemporary Issues and Perspectives on Gender Research in Adult Education. 2016;:67-81.
https://hdl.handle.net/21.15107/rcub_reff_4837 .

Milošević, Zorica B., Medić, Snežana, "Gender Approach Issue in Students´ Research Papers" in Contemporary Issues and Perspectives on Gender Research in Adult Education (2016):67-81,
https://hdl.handle.net/21.15107/rcub_reff_4837 .

TY  - CHAP
AU  - Medić, Snežana
AU  - Milošević, Zorica B.
PY  - 2016
UR  - http://reff.f.bg.ac.rs/handle/123456789/4838
AB  - Within the andragogical researches, scientists differently relate to the issue of aging and old age and specifics in the process of learning and education during the aging process. In this paper, we analyze approaches to age issues in student’s final research papers, defended at the Chair of Andragogy, Faculty of Philosophy in Belgrade. The aim of our research was to determine how the aging process is treated and explored in student’s final papers, as well as which differences are being sought in the researches of various phenomena of learning and education during the aging process. We followed whether, where and how problems of aging appear, starting from theoretical research  approaches to the research problem, through subject, objectives, tasks, hypothesis, variables, sample, the research instruments, to statistical processing of the research results and analysis of those results (10 units of analysis). Special attention is paid to the analysis of the research results obtained in student’s final papers and the possible implications of these results to improvement of various aspects and elements of quality of education of elderly.
PB  - Belgrade: Institute for Pedagogy and Andragogy, Faculty of Philosophy
PB  - Wurzburg: University of Wurzburg
PB  - Dublin: Dublin City University
T2  - Contribution of Research to Improvement of Adult Education Quality
T1  - Search for Differences in Learning and Education during the Aging Process
EP  - 166
SP  - 153
UR  - https://hdl.handle.net/21.15107/rcub_reff_4838
ER  - 

@inbook{
author = "Medić, Snežana and Milošević, Zorica B.",
year = "2016",
abstract = "Within the andragogical researches, scientists differently relate to the issue of aging and old age and specifics in the process of learning and education during the aging process. In this paper, we analyze approaches to age issues in student’s final research papers, defended at the Chair of Andragogy, Faculty of Philosophy in Belgrade. The aim of our research was to determine how the aging process is treated and explored in student’s final papers, as well as which differences are being sought in the researches of various phenomena of learning and education during the aging process. We followed whether, where and how problems of aging appear, starting from theoretical research  approaches to the research problem, through subject, objectives, tasks, hypothesis, variables, sample, the research instruments, to statistical processing of the research results and analysis of those results (10 units of analysis). Special attention is paid to the analysis of the research results obtained in student’s final papers and the possible implications of these results to improvement of various aspects and elements of quality of education of elderly.",
publisher = "Belgrade: Institute for Pedagogy and Andragogy, Faculty of Philosophy, Wurzburg: University of Wurzburg, Dublin: Dublin City University",
journal = "Contribution of Research to Improvement of Adult Education Quality",
booktitle = "Search for Differences in Learning and Education during the Aging Process",
pages = "166-153",
url = "https://hdl.handle.net/21.15107/rcub_reff_4838"
}

Medić, S.,& Milošević, Z. B.. (2016). Search for Differences in Learning and Education during the Aging Process. in Contribution of Research to Improvement of Adult Education Quality
Belgrade: Institute for Pedagogy and Andragogy, Faculty of Philosophy., 153-166.
https://hdl.handle.net/21.15107/rcub_reff_4838

Medić S, Milošević ZB. Search for Differences in Learning and Education during the Aging Process. in Contribution of Research to Improvement of Adult Education Quality. 2016;:153-166.
https://hdl.handle.net/21.15107/rcub_reff_4838 .

Medić, Snežana, Milošević, Zorica B., "Search for Differences in Learning and Education during the Aging Process" in Contribution of Research to Improvement of Adult Education Quality (2016):153-166,
https://hdl.handle.net/21.15107/rcub_reff_4838 .

TY  - CHAP
AU  - Milošević, Zorica B.
AU  - Medić, Snežana
PY  - 2015
UR  - http://reff.f.bg.ac.rs/handle/123456789/4810
AB  - Nigde se obrazovanje i socijalna zaštita ne dodiruju tako blisko kao u oblasti obrazovanja starijih. Integralnost postaje zajednički imenitelj i obrazovanja i socijalne zaštite starijih. Novom, integralnom modelu socijalne zaštite starijih odgovara integrisana obrazovna podrška. Integralni model socijalne zaštite, zasnovan na ostvarivanju tri skupine/kategorije prava, pretpostavlja snažnu obrazovnu intervenciju u ostvarivanju svake skupine podjednako i ravnopravno, kao podrška ostvarivanju prava na život u prirodnom okru-
ženju, prava na razvoj i očuvanje ličnih potencijala i prava na integrisan društveni život u zajednici. „Nove generacije starijih ljudi“ imaju potrebu integralne društvene podrške i korišćenje prava na obrazovanje za ostvarivanje svake od njih. Namera ovog rada je da potraži odgovore na pitanja kako i zašto „nova slika starenja“ zahteva integralnu podršku, na koji način obrazovanje tome može da odgovori i koji primeri dobre prakse mogu biti smernice ka njenoj realizaciji.
AB  - Nowhere the field of education and the field of social protection are so closely connected as in the field of education of elderly. Integrality becomes the common denominator for both, education and social protection of elderly. Integrated educational support corresponds to the new, integrated model of social protection. Integrated model of social protection, based on the realization of three groups/categories of rights presupposes a strong educational intervention in achieving each group equally and equitably, as a support to realization of the right to live in the natural environment, the right to development and to the preservation of personal potential and the right for integrated social life in community. „New generations of elderly people“ have a need for integrated social support and the use of the right to education for the realization of each of them. The purpose of this paper is to seek the answers to the questions how and why „a new image of aging“ requires integrated support, how education can respond to that and which examples of good practice can be guidelines to its implementation.
PB  - Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu
T2  - Istraživanja i razvoj kvaliteta obrazovanja u Srbiji – stanje, izazovi i perspektive
T1  - Integrisana obrazovna podrška starijima: ka novom kvalitetu obrazovanja starijih
T1  - Integrated educational support for the elderly: towards the new quality of education of elderly
EP  - 170
SP  - 155
UR  - https://hdl.handle.net/21.15107/rcub_reff_4810
ER  - 

@inbook{
author = "Milošević, Zorica B. and Medić, Snežana",
year = "2015",
abstract = "Nigde se obrazovanje i socijalna zaštita ne dodiruju tako blisko kao u oblasti obrazovanja starijih. Integralnost postaje zajednički imenitelj i obrazovanja i socijalne zaštite starijih. Novom, integralnom modelu socijalne zaštite starijih odgovara integrisana obrazovna podrška. Integralni model socijalne zaštite, zasnovan na ostvarivanju tri skupine/kategorije prava, pretpostavlja snažnu obrazovnu intervenciju u ostvarivanju svake skupine podjednako i ravnopravno, kao podrška ostvarivanju prava na život u prirodnom okru-
ženju, prava na razvoj i očuvanje ličnih potencijala i prava na integrisan društveni život u zajednici. „Nove generacije starijih ljudi“ imaju potrebu integralne društvene podrške i korišćenje prava na obrazovanje za ostvarivanje svake od njih. Namera ovog rada je da potraži odgovore na pitanja kako i zašto „nova slika starenja“ zahteva integralnu podršku, na koji način obrazovanje tome može da odgovori i koji primeri dobre prakse mogu biti smernice ka njenoj realizaciji., Nowhere the field of education and the field of social protection are so closely connected as in the field of education of elderly. Integrality becomes the common denominator for both, education and social protection of elderly. Integrated educational support corresponds to the new, integrated model of social protection. Integrated model of social protection, based on the realization of three groups/categories of rights presupposes a strong educational intervention in achieving each group equally and equitably, as a support to realization of the right to live in the natural environment, the right to development and to the preservation of personal potential and the right for integrated social life in community. „New generations of elderly people“ have a need for integrated social support and the use of the right to education for the realization of each of them. The purpose of this paper is to seek the answers to the questions how and why „a new image of aging“ requires integrated support, how education can respond to that and which examples of good practice can be guidelines to its implementation.",
publisher = "Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu",
journal = "Istraživanja i razvoj kvaliteta obrazovanja u Srbiji – stanje, izazovi i perspektive",
booktitle = "Integrisana obrazovna podrška starijima: ka novom kvalitetu obrazovanja starijih, Integrated educational support for the elderly: towards the new quality of education of elderly",
pages = "170-155",
url = "https://hdl.handle.net/21.15107/rcub_reff_4810"
}

Milošević, Z. B.,& Medić, S.. (2015). Integrisana obrazovna podrška starijima: ka novom kvalitetu obrazovanja starijih. in Istraživanja i razvoj kvaliteta obrazovanja u Srbiji – stanje, izazovi i perspektive
Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu., 155-170.
https://hdl.handle.net/21.15107/rcub_reff_4810

Milošević ZB, Medić S. Integrisana obrazovna podrška starijima: ka novom kvalitetu obrazovanja starijih. in Istraživanja i razvoj kvaliteta obrazovanja u Srbiji – stanje, izazovi i perspektive. 2015;:155-170.
https://hdl.handle.net/21.15107/rcub_reff_4810 .

Milošević, Zorica B., Medić, Snežana, "Integrisana obrazovna podrška starijima: ka novom kvalitetu obrazovanja starijih" in Istraživanja i razvoj kvaliteta obrazovanja u Srbiji – stanje, izazovi i perspektive (2015):155-170,
https://hdl.handle.net/21.15107/rcub_reff_4810 .

TY  - CONF
AU  - Medić, Snežana
AU  - Milošević, Zorica B.
PY  - 2015
UR  - http://reff.f.bg.ac.rs/handle/123456789/4836
AB  - The age issue represents a challenging issue for researchers of different
scientific fields. In this paper, we analyze approaches to age issues in empirical researches in the field of andragogy. In this paper we present the results of the analysis of students’ research papers – final, bachelor and master, defended at the Chair of Andragogy (Department for Pedagogy and
Andragogy), Faculty of Philosophy in Belgrade, in the period from January
2010 to January 2015. The aim of this analysis was to determine whether,
how and in which context these empirical research opens and treats age
issues. The study included the following tasks: 1. To identify how many
empirical researches of students is directly focused on the exploration of
age issues, 2. To identify the distribution of these researches according to
specific scientific fields of andragogy, 3. To identify in which way age issues is tackled in the context of problem and subject of the research, 4. To identify which problems of learning and adult education are focus of the studies of age, 5. To identify how the methodological approach to the study addresses the issue of age, 6. To identify how the analysis of research results and recommendations of the research approach to the problem of age. The
purpose of the present study was to investigate the differences in approaches to age issues in empirical research of students of andragogy. According
to obtained research results in this study we can confirm the assumptions
about the different treatment of age in all these contexts.
PB  - Belgrade: University of Belgrade, Faculty of Philosophy, Department for Pedagogy and Andragogy and Institute for Pedagogy and Andragogy
C3  - Empirical Research in Adult Learning and Education – Conceptual and Methodological Problem: Book of Abstracts
T1  - Treatment of "age" in students' empirical researches
EP  - 25
SP  - 25
UR  - https://hdl.handle.net/21.15107/rcub_reff_4836
ER  - 

@conference{
author = "Medić, Snežana and Milošević, Zorica B.",
year = "2015",
abstract = "The age issue represents a challenging issue for researchers of different
scientific fields. In this paper, we analyze approaches to age issues in empirical researches in the field of andragogy. In this paper we present the results of the analysis of students’ research papers – final, bachelor and master, defended at the Chair of Andragogy (Department for Pedagogy and
Andragogy), Faculty of Philosophy in Belgrade, in the period from January
2010 to January 2015. The aim of this analysis was to determine whether,
how and in which context these empirical research opens and treats age
issues. The study included the following tasks: 1. To identify how many
empirical researches of students is directly focused on the exploration of
age issues, 2. To identify the distribution of these researches according to
specific scientific fields of andragogy, 3. To identify in which way age issues is tackled in the context of problem and subject of the research, 4. To identify which problems of learning and adult education are focus of the studies of age, 5. To identify how the methodological approach to the study addresses the issue of age, 6. To identify how the analysis of research results and recommendations of the research approach to the problem of age. The
purpose of the present study was to investigate the differences in approaches to age issues in empirical research of students of andragogy. According
to obtained research results in this study we can confirm the assumptions
about the different treatment of age in all these contexts.",
publisher = "Belgrade: University of Belgrade, Faculty of Philosophy, Department for Pedagogy and Andragogy and Institute for Pedagogy and Andragogy",
journal = "Empirical Research in Adult Learning and Education – Conceptual and Methodological Problem: Book of Abstracts",
title = "Treatment of "age" in students' empirical researches",
pages = "25-25",
url = "https://hdl.handle.net/21.15107/rcub_reff_4836"
}

Medić, S.,& Milošević, Z. B.. (2015). Treatment of "age" in students' empirical researches. in Empirical Research in Adult Learning and Education – Conceptual and Methodological Problem: Book of Abstracts
Belgrade: University of Belgrade, Faculty of Philosophy, Department for Pedagogy and Andragogy and Institute for Pedagogy and Andragogy., 25-25.
https://hdl.handle.net/21.15107/rcub_reff_4836

Medić S, Milošević ZB. Treatment of "age" in students' empirical researches. in Empirical Research in Adult Learning and Education – Conceptual and Methodological Problem: Book of Abstracts. 2015;:25-25.
https://hdl.handle.net/21.15107/rcub_reff_4836 .

Medić, Snežana, Milošević, Zorica B., "Treatment of "age" in students' empirical researches" in Empirical Research in Adult Learning and Education – Conceptual and Methodological Problem: Book of Abstracts (2015):25-25,
https://hdl.handle.net/21.15107/rcub_reff_4836 .

TY  - CONF
AU  - Medić, Snežana
AU  - Milošević, Zorica B.
PY  - 2014
UR  - http://reff.f.bg.ac.rs/handle/123456789/4834
AB  - Kultura obrazovanja i kultura starenja i starosti moguće je da nikada nisu bile tako direktno povezane i uslovljene koliko to očigledno danas zahteva globalno i tehnološki razvijeno društvo. Kulturni obrazac starosti se gradi i menja u zavisnosti od promena obrazaca mikro i makro okruženja u kome se stari. Današnja dinamika promena ovih obrazaca u savremenom svetu najčešće nije dobar saveznik starenja. Zahtevi za promenom ponašanja proistekli iz promena obrazaca okruženja ne poznaju generacijske razlike, ali 
su različite generacije različito sposobne, voljne, spremne i društveno pripremljene da na njih odgovore. Znanje koje ljudi imaju i način kako ga koriste ima glavni uticaj na njihove životne šanse danas, govore rezultati OECD-ovog prvog kruga međunarodnog istraživanja o kompetencijama odraslih – PIAAC (Programme for the International Assessment of Adult 
Competencies). Naime, deset godina nakon PISA-e kojom su merena obrazovna postignuća dece od 15 godina, pojavljuje se istraživanje PIAAC (popularno nazvano PISA za odrasle) fokusirano na slične kompetencije kod odraslih. U našem radu traga se za poukama i preporukama koje, na osnovu rezultata ovog istraživanja sprovedenog među razvijenim zemljama, mogu da budućnost naše starosti učine izvesnijom. Pratiće se, analizirati i upoređivati rezultati o ključnim, životnim kompetencijama za XXI vek, kohorte koja će 
živeti novu starost (od 55 do 65 godina). Ovaj rad sadrži konceptualizaciju moguće refleksije dobijenih rezultata PIAAC istraživanja u kontekst naše postojeće politike i prakse obrazovanja starih. Rad će biti fokusiran na probleme starenja i starosti u odnosu na proces razvoja kompetencija, njihovo korišćenje u ovom dobu, benefite koje donosi starima i način njihovog gubljenja tokom vremena. Analiza rezultata ove međunarodne studije može da doprinese građenju kako nove paradigme/kulture obrazovanja za starenje i 
starost tako i razumevanju njenih konsekvenci na potrebu menjanja tradicionalne politike obrazovanja i brže napuštanje tradicionalnih obrazaca kulture starenja.
AB  - It is possible that in the past culture of education and culture of aging and old age were never directly related and mutually conditioned to such an extent that would be sufficient to meet the demands of emerging global and technologically developed society. Cultural pattern of old age is being constructed and changed depending on the changes in the patterns of micro and macro environment in which aging occurs. Current dynamic of changes in these patterns, in the modern world, is usually not a good ally of the aging process. Demands for behavioral changes that are results of the changes of environment patterns do not recognize generational differences. At the same time different generations vary in their ability, willingness, readiness and socially preparedness to respond to them. The results from the OECD's first round of an international survey of Adult Competencies – PIAAC (Programme for the International Assessment of Adult Competencies) show that knowledge that people posses and the way they are using it has a major impact on their life chances today. In fact, ten years after PISA (by which the educational 
achievement of children 15 years of age was measured), PIAAC research (popularly called PISA for adults) emerges and focuses on similar competencies of adults. In our paper we are searching for „lessons learned” and recommendations which, based on the results of the survey conducted 
among developed countries, can make the future of our old age more certain. The results of key, life competencies for the XXI century of the cohort which will live new old age (55 to 65 years), will be observed, analyzed and compared. This work contains a conceptualization of possible reflection 
of the results of PIAAC research in the context of our existing policies and practices of the education of elderly. This work will be focused on the problems of aging and old age in relation to the process of competence development, its use at this age, the benefits it has for the elderly and the way these competencies are lost in time. Result analyses of this international study can 
contribute to the creation of a new paradigm/culture of education for aging and old age and also bring new understanding of the consequences it has on the need to change traditional education policies and faster abandoning of traditional culture patterns of aging.
PB  - Beograd: Gerontološko društvo Srbije
C3  - Kultura starenja i starosti – između tradicionalnog i savremenog modela
T1  - Obrazovanje i starenje u globalnom i tehnološki složenom okruženju
EP  - 211
SP  - 193
UR  - https://hdl.handle.net/21.15107/rcub_reff_4834
ER  - 

@conference{
author = "Medić, Snežana and Milošević, Zorica B.",
year = "2014",
abstract = "Kultura obrazovanja i kultura starenja i starosti moguće je da nikada nisu bile tako direktno povezane i uslovljene koliko to očigledno danas zahteva globalno i tehnološki razvijeno društvo. Kulturni obrazac starosti se gradi i menja u zavisnosti od promena obrazaca mikro i makro okruženja u kome se stari. Današnja dinamika promena ovih obrazaca u savremenom svetu najčešće nije dobar saveznik starenja. Zahtevi za promenom ponašanja proistekli iz promena obrazaca okruženja ne poznaju generacijske razlike, ali 
su različite generacije različito sposobne, voljne, spremne i društveno pripremljene da na njih odgovore. Znanje koje ljudi imaju i način kako ga koriste ima glavni uticaj na njihove životne šanse danas, govore rezultati OECD-ovog prvog kruga međunarodnog istraživanja o kompetencijama odraslih – PIAAC (Programme for the International Assessment of Adult 
Competencies). Naime, deset godina nakon PISA-e kojom su merena obrazovna postignuća dece od 15 godina, pojavljuje se istraživanje PIAAC (popularno nazvano PISA za odrasle) fokusirano na slične kompetencije kod odraslih. U našem radu traga se za poukama i preporukama koje, na osnovu rezultata ovog istraživanja sprovedenog među razvijenim zemljama, mogu da budućnost naše starosti učine izvesnijom. Pratiće se, analizirati i upoređivati rezultati o ključnim, životnim kompetencijama za XXI vek, kohorte koja će 
živeti novu starost (od 55 do 65 godina). Ovaj rad sadrži konceptualizaciju moguće refleksije dobijenih rezultata PIAAC istraživanja u kontekst naše postojeće politike i prakse obrazovanja starih. Rad će biti fokusiran na probleme starenja i starosti u odnosu na proces razvoja kompetencija, njihovo korišćenje u ovom dobu, benefite koje donosi starima i način njihovog gubljenja tokom vremena. Analiza rezultata ove međunarodne studije može da doprinese građenju kako nove paradigme/kulture obrazovanja za starenje i 
starost tako i razumevanju njenih konsekvenci na potrebu menjanja tradicionalne politike obrazovanja i brže napuštanje tradicionalnih obrazaca kulture starenja., It is possible that in the past culture of education and culture of aging and old age were never directly related and mutually conditioned to such an extent that would be sufficient to meet the demands of emerging global and technologically developed society. Cultural pattern of old age is being constructed and changed depending on the changes in the patterns of micro and macro environment in which aging occurs. Current dynamic of changes in these patterns, in the modern world, is usually not a good ally of the aging process. Demands for behavioral changes that are results of the changes of environment patterns do not recognize generational differences. At the same time different generations vary in their ability, willingness, readiness and socially preparedness to respond to them. The results from the OECD's first round of an international survey of Adult Competencies – PIAAC (Programme for the International Assessment of Adult Competencies) show that knowledge that people posses and the way they are using it has a major impact on their life chances today. In fact, ten years after PISA (by which the educational 
achievement of children 15 years of age was measured), PIAAC research (popularly called PISA for adults) emerges and focuses on similar competencies of adults. In our paper we are searching for „lessons learned” and recommendations which, based on the results of the survey conducted 
among developed countries, can make the future of our old age more certain. The results of key, life competencies for the XXI century of the cohort which will live new old age (55 to 65 years), will be observed, analyzed and compared. This work contains a conceptualization of possible reflection 
of the results of PIAAC research in the context of our existing policies and practices of the education of elderly. This work will be focused on the problems of aging and old age in relation to the process of competence development, its use at this age, the benefits it has for the elderly and the way these competencies are lost in time. Result analyses of this international study can 
contribute to the creation of a new paradigm/culture of education for aging and old age and also bring new understanding of the consequences it has on the need to change traditional education policies and faster abandoning of traditional culture patterns of aging.",
publisher = "Beograd: Gerontološko društvo Srbije",
journal = "Kultura starenja i starosti – između tradicionalnog i savremenog modela",
title = "Obrazovanje i starenje u globalnom i tehnološki složenom okruženju",
pages = "211-193",
url = "https://hdl.handle.net/21.15107/rcub_reff_4834"
}

Medić, S.,& Milošević, Z. B.. (2014). Obrazovanje i starenje u globalnom i tehnološki složenom okruženju. in Kultura starenja i starosti – između tradicionalnog i savremenog modela
Beograd: Gerontološko društvo Srbije., 193-211.
https://hdl.handle.net/21.15107/rcub_reff_4834

Medić S, Milošević ZB. Obrazovanje i starenje u globalnom i tehnološki složenom okruženju. in Kultura starenja i starosti – između tradicionalnog i savremenog modela. 2014;:193-211.
https://hdl.handle.net/21.15107/rcub_reff_4834 .

Medić, Snežana, Milošević, Zorica B., "Obrazovanje i starenje u globalnom i tehnološki složenom okruženju" in Kultura starenja i starosti – između tradicionalnog i savremenog modela (2014):193-211,
https://hdl.handle.net/21.15107/rcub_reff_4834 .

TY  - CONF
AU  - Milošević, Zorica B.
AU  - Medić, Snežana
PY  - 2014
UR  - http://reff.f.bg.ac.rs/handle/123456789/4833
AB  - Kultura obrazovanja i kultura starenja i starosti moguće je da nikada nisu bile tako direktno povezane i uslovljene koliko to očigledno danas zahteva globalno i tehnološki razvijeno društvo. Kulturni obrazac starosti se gradi i menja u zavisnosti od promena obrazaca mikro i makro okruženja u kome se stari. Današnja dinamika promena ovih obrazaca u savremenom svetu najčešće nije dobar saveznik starenja. Zahtevi za promenom ponašanja 
proistekli iz promena obrazaca okruženja ne poznaju generacijske razlike, ali su različite generacije različito sposobne, voljne, spremne i društveno pripremljene da na njih odgovore. Znanje koje ljudi imaju i način kako ga koriste ima glavni uticaj na njihove životne šanse danas, govore rezultati OECD-ovog prvog kruga međunarodnog istraživanja o kompetencijama odraslih – PIAAC (Programme for the International Assessment of Adult Competencies). Naime, deset godina nakon PISA-e kojom su merena obrazovna postignuća dece od 15 godina, pojavljuje se istraživanje PIAAC (popularno nazvano PISA za odrasle) fokusirano na slične kompetencije kod odraslih. U našem radu traga se za poukama i preporukama koje, na osnovu rezultata ovog istraživanja sprovedenog među razvijenim zemljama, mogu da budućnost naše starosti učine izvesnijom. Pratiće se, analizirati i upoređivati rezultati o ključnim, životnim kompetencijama za XXI vek, kohorte koja će živeti novu starost (od 55 do 65 godina). Ovaj rad sadrži konceptualizaciju 
moguće refleksije dobijenih rezultata PIAAC istraživanja u kontekst naše postojeće politike i prakse obrazovanja starih. Rad će biti fokusiran na probleme starenja i starosti u odnosu na proces razvoja kompetencija, njihovo korišćenje u ovom dobu, benefite koje donosi starima i način njihovog gubljenja tokom vremena. Analiza rezultata ove međunarodne studije može da 
doprinese građenju kako nove paradigme/kulture obrazovanja za starenje i starost tako i razumevanju njenih konsekvenci na potrebu menjanja tradicionalne politike obrazovanja i brže napuštanje tradicionalnih obrazaca kulture starenja.
AB  - It is possible that in the past culture of education and culture of aging and old age were never directly related and mutually conditioned to such an extent that would be sufficient to meet the demands of emerging global and technologically developed society. Cultural pattern of old age is being constructed and changed depending on the changes in the patterns of micro and macro environment in which aging occurs. Current dynamic of changes in these patterns, in the modern world, is usually not a good ally of the aging process. Demands for behavioral changes that are results of the changes of environment patterns do not recognize generational differences. At the same time different generations vary in their ability, willingness, readiness and socially preparedness to respond to them. The results from the OECD's 
first round of an international survey of Adult Competencies – PIAAC (Programme for the International Assessment of Adult Competencies) show that knowledge that people posses and the way they are using it has a major impact on their life chances today. In fact, ten years after PISA (by which the educational achievement of children 15 years of age was measured), PIAAC research (popularly called PISA for adults) emerges and focuses on similar competencies of adults. In our paper we are searching for „lessons learned” and recommendations which, based on the results of the survey conducted among developed countries, can make the future of our old age more certain. The results of key, life competencies for the XXI century of the cohort which will live new old age (55 to 65 years), will be observed, analyzed and 
compared. This work contains a conceptualization of possible reflection of the results of PIAAC research in the context of our existing policies and practices of the education of elderly. This work will be focused on the problems of aging and old age in relation to the process of competence development, its use at this age, the benefits it has for the elderly and the way these competencies are lost in time. Result analyses of this international study can contribute to the creation of a new paradigm/culture of education for aging and old age and also bring new understanding of the consequences it has on the need to change 
traditional education policies and faster abandoning of traditional culture patterns of aging.
PB  - Beograd: Gerontološko društvo Srbije
C3  - Knjiga rezimea – Deveti međunarodni gerontološki kongres „Kultura starenja i starosti između tradicionalnog i savremenog modela“
T1  - Obrazovanje i starenje u globalnom i tehnološki složenom okruženju
EP  - 148
SP  - 147
UR  - https://hdl.handle.net/21.15107/rcub_reff_4833
ER  - 

@conference{
author = "Milošević, Zorica B. and Medić, Snežana",
year = "2014",
abstract = "Kultura obrazovanja i kultura starenja i starosti moguće je da nikada nisu bile tako direktno povezane i uslovljene koliko to očigledno danas zahteva globalno i tehnološki razvijeno društvo. Kulturni obrazac starosti se gradi i menja u zavisnosti od promena obrazaca mikro i makro okruženja u kome se stari. Današnja dinamika promena ovih obrazaca u savremenom svetu najčešće nije dobar saveznik starenja. Zahtevi za promenom ponašanja 
proistekli iz promena obrazaca okruženja ne poznaju generacijske razlike, ali su različite generacije različito sposobne, voljne, spremne i društveno pripremljene da na njih odgovore. Znanje koje ljudi imaju i način kako ga koriste ima glavni uticaj na njihove životne šanse danas, govore rezultati OECD-ovog prvog kruga međunarodnog istraživanja o kompetencijama odraslih – PIAAC (Programme for the International Assessment of Adult Competencies). Naime, deset godina nakon PISA-e kojom su merena obrazovna postignuća dece od 15 godina, pojavljuje se istraživanje PIAAC (popularno nazvano PISA za odrasle) fokusirano na slične kompetencije kod odraslih. U našem radu traga se za poukama i preporukama koje, na osnovu rezultata ovog istraživanja sprovedenog među razvijenim zemljama, mogu da budućnost naše starosti učine izvesnijom. Pratiće se, analizirati i upoređivati rezultati o ključnim, životnim kompetencijama za XXI vek, kohorte koja će živeti novu starost (od 55 do 65 godina). Ovaj rad sadrži konceptualizaciju 
moguće refleksije dobijenih rezultata PIAAC istraživanja u kontekst naše postojeće politike i prakse obrazovanja starih. Rad će biti fokusiran na probleme starenja i starosti u odnosu na proces razvoja kompetencija, njihovo korišćenje u ovom dobu, benefite koje donosi starima i način njihovog gubljenja tokom vremena. Analiza rezultata ove međunarodne studije može da 
doprinese građenju kako nove paradigme/kulture obrazovanja za starenje i starost tako i razumevanju njenih konsekvenci na potrebu menjanja tradicionalne politike obrazovanja i brže napuštanje tradicionalnih obrazaca kulture starenja., It is possible that in the past culture of education and culture of aging and old age were never directly related and mutually conditioned to such an extent that would be sufficient to meet the demands of emerging global and technologically developed society. Cultural pattern of old age is being constructed and changed depending on the changes in the patterns of micro and macro environment in which aging occurs. Current dynamic of changes in these patterns, in the modern world, is usually not a good ally of the aging process. Demands for behavioral changes that are results of the changes of environment patterns do not recognize generational differences. At the same time different generations vary in their ability, willingness, readiness and socially preparedness to respond to them. The results from the OECD's 
first round of an international survey of Adult Competencies – PIAAC (Programme for the International Assessment of Adult Competencies) show that knowledge that people posses and the way they are using it has a major impact on their life chances today. In fact, ten years after PISA (by which the educational achievement of children 15 years of age was measured), PIAAC research (popularly called PISA for adults) emerges and focuses on similar competencies of adults. In our paper we are searching for „lessons learned” and recommendations which, based on the results of the survey conducted among developed countries, can make the future of our old age more certain. The results of key, life competencies for the XXI century of the cohort which will live new old age (55 to 65 years), will be observed, analyzed and 
compared. This work contains a conceptualization of possible reflection of the results of PIAAC research in the context of our existing policies and practices of the education of elderly. This work will be focused on the problems of aging and old age in relation to the process of competence development, its use at this age, the benefits it has for the elderly and the way these competencies are lost in time. Result analyses of this international study can contribute to the creation of a new paradigm/culture of education for aging and old age and also bring new understanding of the consequences it has on the need to change 
traditional education policies and faster abandoning of traditional culture patterns of aging.",
publisher = "Beograd: Gerontološko društvo Srbije",
journal = "Knjiga rezimea – Deveti međunarodni gerontološki kongres „Kultura starenja i starosti između tradicionalnog i savremenog modela“",
title = "Obrazovanje i starenje u globalnom i tehnološki složenom okruženju",
pages = "148-147",
url = "https://hdl.handle.net/21.15107/rcub_reff_4833"
}

Milošević, Z. B.,& Medić, S.. (2014). Obrazovanje i starenje u globalnom i tehnološki složenom okruženju. in Knjiga rezimea – Deveti međunarodni gerontološki kongres „Kultura starenja i starosti između tradicionalnog i savremenog modela“
Beograd: Gerontološko društvo Srbije., 147-148.
https://hdl.handle.net/21.15107/rcub_reff_4833

Milošević ZB, Medić S. Obrazovanje i starenje u globalnom i tehnološki složenom okruženju. in Knjiga rezimea – Deveti međunarodni gerontološki kongres „Kultura starenja i starosti između tradicionalnog i savremenog modela“. 2014;:147-148.
https://hdl.handle.net/21.15107/rcub_reff_4833 .

Milošević, Zorica B., Medić, Snežana, "Obrazovanje i starenje u globalnom i tehnološki složenom okruženju" in Knjiga rezimea – Deveti međunarodni gerontološki kongres „Kultura starenja i starosti između tradicionalnog i savremenog modela“ (2014):147-148,
https://hdl.handle.net/21.15107/rcub_reff_4833 .

TY  - CONF
AU  - Milošević, Zorica B.
PY  - 2014
UR  - http://reff.f.bg.ac.rs/handle/123456789/4830
AB  - In this paper we present the results of research, whose main objective was to determine whether and how the education system affects the acceptance of a positive image of “Others” and the breaking prejudices of others nations. The research was conducted at Faculty of Philosophy in Belgrade. The research had next four tasks: 1. To determine what images of the "Others" student have, 2. To determine students assessment of the impact of the education system in creating a positive image of “Other” nations, 3. To determine whether there is a correlation between educational characteristics of students and their image of “Others”, 4. To determine whether there is a correlation between educational characteristics of students and students assess of the impact of the education system in the prejudices of “Others”. The subjects assessed 7 nations by means of 12 attribute pairs. We studied the images on the following nations: Albanians, Bulgarians, Greeks, FYROM-s, Romanians, Turks, Croatians. Also, we examined the role of the educational system in breaking down the following prejudices about others: parsimony, dishonest, cowardice, coldness, aggressive, dirty, insidious, sloth, inhospitable, primitive, quarrelsome, nationalists. The collected data indicate a tendency that students have a more positive picture of the FYROM-s and Greeks than of other nations. The results also show that students recognize the power of the education system in the breaking prejudices of “Other” peoples.
PB  - Thessaloniki: Balkan Society For Pedagogy and Education
C3  - The Image of the „Other“/Neighbour in the Educational Systems of the Balkan Countries (1998-2013)
T1  - The role of Educational System in Creating Positive Image of the „Others“
EP  - 541
SP  - 534
UR  - https://hdl.handle.net/21.15107/rcub_reff_4830
ER  - 

@conference{
author = "Milošević, Zorica B.",
year = "2014",
abstract = "In this paper we present the results of research, whose main objective was to determine whether and how the education system affects the acceptance of a positive image of “Others” and the breaking prejudices of others nations. The research was conducted at Faculty of Philosophy in Belgrade. The research had next four tasks: 1. To determine what images of the "Others" student have, 2. To determine students assessment of the impact of the education system in creating a positive image of “Other” nations, 3. To determine whether there is a correlation between educational characteristics of students and their image of “Others”, 4. To determine whether there is a correlation between educational characteristics of students and students assess of the impact of the education system in the prejudices of “Others”. The subjects assessed 7 nations by means of 12 attribute pairs. We studied the images on the following nations: Albanians, Bulgarians, Greeks, FYROM-s, Romanians, Turks, Croatians. Also, we examined the role of the educational system in breaking down the following prejudices about others: parsimony, dishonest, cowardice, coldness, aggressive, dirty, insidious, sloth, inhospitable, primitive, quarrelsome, nationalists. The collected data indicate a tendency that students have a more positive picture of the FYROM-s and Greeks than of other nations. The results also show that students recognize the power of the education system in the breaking prejudices of “Other” peoples.",
publisher = "Thessaloniki: Balkan Society For Pedagogy and Education",
journal = "The Image of the „Other“/Neighbour in the Educational Systems of the Balkan Countries (1998-2013)",
title = "The role of Educational System in Creating Positive Image of the „Others“",
pages = "541-534",
url = "https://hdl.handle.net/21.15107/rcub_reff_4830"
}

Milošević, Z. B.. (2014). The role of Educational System in Creating Positive Image of the „Others“. in The Image of the „Other“/Neighbour in the Educational Systems of the Balkan Countries (1998-2013)
Thessaloniki: Balkan Society For Pedagogy and Education., 534-541.
https://hdl.handle.net/21.15107/rcub_reff_4830

Milošević ZB. The role of Educational System in Creating Positive Image of the „Others“. in The Image of the „Other“/Neighbour in the Educational Systems of the Balkan Countries (1998-2013). 2014;:534-541.
https://hdl.handle.net/21.15107/rcub_reff_4830 .

Milošević, Zorica B., "The role of Educational System in Creating Positive Image of the „Others“" in The Image of the „Other“/Neighbour in the Educational Systems of the Balkan Countries (1998-2013) (2014):534-541,
https://hdl.handle.net/21.15107/rcub_reff_4830 .

TY  - THES
AU  - Milošević, Zorica
PY  - 2013
UR  - http://eteze.bg.ac.rs/application/showtheses?thesesId=1246
UR  - http://nardus.mpn.gov.rs/handle/123456789/3311
UR  - http://vbs.rs/scripts/cobiss?command=DISPLAY&base=70036&RID=523531671
UR  - http://reff.f.bg.ac.rs/handle/123456789/24
AB  - U naukama o vaspitanju, porodica se može istraživati kao vaspitni kontekst u kome odrastaju i razvijaju se svi njeni članovi, ali i kao polje za obrazovnu intervenciju kojom se vaspitni kontekst porodice može razvijati i unapređivati. Posmatrajući je i sa jedne i sa druge strane, u ovom istraživanju pažnju smo usmerili na obrazovne intervencije u porodični sistem i procene različitih aktera obrazovne intervencije o njihovoj relevantnosti. Namera nam je bila da naučno istražimo kako treba koncipirati i kreirati obrazovne programe za roditeljstvo i ko treba da učestvuje u procesu njihovog kreiranja, kako bi programi na najbolji način unosili u porodicu snagu potrebnu za unapređenje roditeljstva i vaspitne funkcije porodice. U našem radu smo istraživali mogućnost razvoja multimodalnog pristupa kreiranju obrazovnih programa za roditeljstvo. Ovaj pristup obuhvata dva ključna procesa. Prvi je proces kreiranja potencijalnog modela obrazovnog programa za roditeljstvo u kome su polazište glavne premise savremenih teorijskih modela sagledavanja porodičnog vaspitanja i roditeljstva kao društvenog, grupnog i ličnog fenomena, sistemskog pristupa porodici i razvojne porodične teorije. Drugi je proces procenjivanja relevantnosti tako kreiranog modela obrazovnog programa za roditeljstvo od strane ključnih aktera ovog procesa. Na taj način je učešće u procenjivanju i kreiranju obrazovnih programa za roditeljstvo omogućeno relevantnim akterima ovog procesa: stručnjacima, roditeljima i deci. Procenjivanje teorijskog modela obrazovnog programa za roditeljstvo otkriva relevantnost ponuđenih sadržaja, sa jedne strane, a sa druge uvodi ključne korisnike programa kao njegove kreatore. Cilj teorijsko-empirijskog istraživanja jeste naučna deskripcija i koncepcija modela i utvrđivanje sličnosti i razlika u proceni relevantnosti kreiranog modela obrazovnog programa za roditeljstvo od strane stručnjaka, roditelja i dece. Istraživanje je teorijsko-empirijske prirode, a po metodu primenjenom u prikupljanju, obradi i interpretaciji podataka spada u red 1 neeksperimentalnog deskriptivnog istraživanja. Za potrebe ovog istraživanja kreirani su instrumenti – Skale procene relevantnosti kreiranog modela obrazovnog programa za roditeljstvo, u cilju dobijanja podataka o proceni relevantnosti sadržaja ponuđenog modela obrazovnog programa, od strane stručnjaka, roditelja i dece...
AB  - In the educational sciences family can be researched as educational context where all of her members grow and develop. Family can also be researched as a field for educational intervention through which educational context can be developed and improved. Looking at family from both sides, in this research we focused our attention on educational intervention into the family system and assessment of the various actors of educational intervention on their relevance. Our intention was to research how educational programs for parenting should be conceptualized and designed and who should be involved in that process so that programs could, in the best way, bring into the family the strenght needed for the parenthood improvement and improvement of educational function of family. In our study we researched the possibility of development of multi-modal approach to the design of educational programs for parenting. This approach involves two key processes. The first one is the process of creation of potencial model of educational program for parenting starting from the main premises of the contemporary theoretical models of parenthood as a social, group and individual phenomenon, systemic approach to family and developmental family theory. The second one is the assessment process of relevance of designed model of educational program for parenting, by key actors in this process. Thus, participation in the creation of educational programs for parenting is enabled to all actors in the process: professionals, parents and children. On the one hand the assesment of the theorethical model of educational program for parenting reveals the relevance of the offered content, and on the other hand introduces key users of the program as its makers. The aim of this theorethical-empirical research is scientific description and conception of the model discovery of similarity and differences in the assessment of relevancy of designed educational program for parenting among experts, parents and childrens. This is a theoretical-empirical research, and by method used in data collection, processing and interpretation, it belongs to non-experimental descriptive research. For the needs of this research the follow instruments were designed: Scales for 3 assessment of relevancy of designed educational program for parenting, in order to obtain data on the assessment of relevancy of offered content topics of educational program, by experts, parents and children...
PB  - Univerzitet u Beogradu, Filozofski fakultet
T1  - Procena relevantnosti obrazovnih programa za roditeljstvo
T1  - Assessment of the relevancy of educational programs for parenting
UR  - https://hdl.handle.net/21.15107/rcub_nardus_3311
ER  - 

@phdthesis{
author = "Milošević, Zorica",
year = "2013",
abstract = "U naukama o vaspitanju, porodica se može istraživati kao vaspitni kontekst u kome odrastaju i razvijaju se svi njeni članovi, ali i kao polje za obrazovnu intervenciju kojom se vaspitni kontekst porodice može razvijati i unapređivati. Posmatrajući je i sa jedne i sa druge strane, u ovom istraživanju pažnju smo usmerili na obrazovne intervencije u porodični sistem i procene različitih aktera obrazovne intervencije o njihovoj relevantnosti. Namera nam je bila da naučno istražimo kako treba koncipirati i kreirati obrazovne programe za roditeljstvo i ko treba da učestvuje u procesu njihovog kreiranja, kako bi programi na najbolji način unosili u porodicu snagu potrebnu za unapređenje roditeljstva i vaspitne funkcije porodice. U našem radu smo istraživali mogućnost razvoja multimodalnog pristupa kreiranju obrazovnih programa za roditeljstvo. Ovaj pristup obuhvata dva ključna procesa. Prvi je proces kreiranja potencijalnog modela obrazovnog programa za roditeljstvo u kome su polazište glavne premise savremenih teorijskih modela sagledavanja porodičnog vaspitanja i roditeljstva kao društvenog, grupnog i ličnog fenomena, sistemskog pristupa porodici i razvojne porodične teorije. Drugi je proces procenjivanja relevantnosti tako kreiranog modela obrazovnog programa za roditeljstvo od strane ključnih aktera ovog procesa. Na taj način je učešće u procenjivanju i kreiranju obrazovnih programa za roditeljstvo omogućeno relevantnim akterima ovog procesa: stručnjacima, roditeljima i deci. Procenjivanje teorijskog modela obrazovnog programa za roditeljstvo otkriva relevantnost ponuđenih sadržaja, sa jedne strane, a sa druge uvodi ključne korisnike programa kao njegove kreatore. Cilj teorijsko-empirijskog istraživanja jeste naučna deskripcija i koncepcija modela i utvrđivanje sličnosti i razlika u proceni relevantnosti kreiranog modela obrazovnog programa za roditeljstvo od strane stručnjaka, roditelja i dece. Istraživanje je teorijsko-empirijske prirode, a po metodu primenjenom u prikupljanju, obradi i interpretaciji podataka spada u red 1 neeksperimentalnog deskriptivnog istraživanja. Za potrebe ovog istraživanja kreirani su instrumenti – Skale procene relevantnosti kreiranog modela obrazovnog programa za roditeljstvo, u cilju dobijanja podataka o proceni relevantnosti sadržaja ponuđenog modela obrazovnog programa, od strane stručnjaka, roditelja i dece..., In the educational sciences family can be researched as educational context where all of her members grow and develop. Family can also be researched as a field for educational intervention through which educational context can be developed and improved. Looking at family from both sides, in this research we focused our attention on educational intervention into the family system and assessment of the various actors of educational intervention on their relevance. Our intention was to research how educational programs for parenting should be conceptualized and designed and who should be involved in that process so that programs could, in the best way, bring into the family the strenght needed for the parenthood improvement and improvement of educational function of family. In our study we researched the possibility of development of multi-modal approach to the design of educational programs for parenting. This approach involves two key processes. The first one is the process of creation of potencial model of educational program for parenting starting from the main premises of the contemporary theoretical models of parenthood as a social, group and individual phenomenon, systemic approach to family and developmental family theory. The second one is the assessment process of relevance of designed model of educational program for parenting, by key actors in this process. Thus, participation in the creation of educational programs for parenting is enabled to all actors in the process: professionals, parents and children. On the one hand the assesment of the theorethical model of educational program for parenting reveals the relevance of the offered content, and on the other hand introduces key users of the program as its makers. The aim of this theorethical-empirical research is scientific description and conception of the model discovery of similarity and differences in the assessment of relevancy of designed educational program for parenting among experts, parents and childrens. This is a theoretical-empirical research, and by method used in data collection, processing and interpretation, it belongs to non-experimental descriptive research. For the needs of this research the follow instruments were designed: Scales for 3 assessment of relevancy of designed educational program for parenting, in order to obtain data on the assessment of relevancy of offered content topics of educational program, by experts, parents and children...",
publisher = "Univerzitet u Beogradu, Filozofski fakultet",
title = "Procena relevantnosti obrazovnih programa za roditeljstvo, Assessment of the relevancy of educational programs for parenting",
url = "https://hdl.handle.net/21.15107/rcub_nardus_3311"
}

Milošević, Z.. (2013). Procena relevantnosti obrazovnih programa za roditeljstvo. 
Univerzitet u Beogradu, Filozofski fakultet..
https://hdl.handle.net/21.15107/rcub_nardus_3311

Milošević Z. Procena relevantnosti obrazovnih programa za roditeljstvo. 2013;.
https://hdl.handle.net/21.15107/rcub_nardus_3311 .

Milošević, Zorica, "Procena relevantnosti obrazovnih programa za roditeljstvo" (2013),
https://hdl.handle.net/21.15107/rcub_nardus_3311 .

TY  - JOUR
AU  - Milošević, Zorica
AU  - Medić, Snežana
AU  - Popović, Katarina
PY  - 2013
UR  - http://reff.f.bg.ac.rs/handle/123456789/1673
AB  - Svrha prezentovane studije bila je da se istraže razlike u vrednovanju ključnih životnih fenomena među pripadnicima različitih generacija i različitih kultura koji su bili učesnici zajedničkog, međunarodnog obrazovnog programa 'Aktivno starenje i međugeneracijsko učenje - kafe pričaonica' - razmena priča, asocijacija i sećanja u vezi sa važnim ličnostima, ličnim i društvenim događajima na Dunavu. Pretpostavke o razlikama u vrednovanju ključnih životnih fenomena među različitim generacijama i različitim kulturama, kao ulaznih pozicija za ovaj dijalog, učinile su da ovaj proces bude organizovan sa ciljem razvoja interkulturno-generacijske osetljivosti : kroz razmenu u kojoj učesnici uče zajedno, jedni sa drugima, jedni o drugima, razmenjuju svoja znanja, osećanja, sećanja, uverenja, stavove i vrednosti o svetu, ljudima i događajima. Istraživanje koje je sprovedeno na grupi mladih i starijih učesnika iz Nemačke i Srbije imalo je za cilj da utvrdi osnovanost pretpostavki o razlikama na kojima se i iz kojih se uči. Istraživanje je pokazalo da su razlike u vrednovanju ključnih životnih fenomena, kako među generacijama tako i među kulturama, podjednako izazovni i relevantni resursi i izvori za učenje za sve učesnike programa.
AB  - The objective of this study was to investigate differences in the evaluation of key life phenomena among members of different generations and different cultures who took part in the joint international education programme 'Active Ageing and Intergenerational Learning - Coffee Chats' - exchange of stories, associations and memories about important personalities and personal and social events on the Danube. Assumptions about differences in the evaluation of key life phenomena between different generations and different cultures, as the starting positions for this dialogue, meant this intercultural and intergenerational learning was organized with the goal of developing intercultural and intergenerational sensitivity, through exchange where participants learnt together, with one another and about one another, and shared their knowledge, feelings, memories, beliefs, attitudes and values about the world, people and events. The study aimed to establish the merits of the assumptions about the differences from which people learn draw lessons. The study showed that differences in the evaluation of key life phenomena, both between generations and between cultures, are equally challenging and useful resources and sources for learning for all programme participants.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Andragoške studije
T1  - Vrednosne razlike kao izazov u intergeneracijskom i interkulturnom učenju
T1  - Value differences as a challenge in intergenerational and intercultural learning
EP  - 66
IS  - 2
SP  - 41
UR  - https://hdl.handle.net/21.15107/rcub_reff_1673
ER  - 

@article{
author = "Milošević, Zorica and Medić, Snežana and Popović, Katarina",
year = "2013",
abstract = "Svrha prezentovane studije bila je da se istraže razlike u vrednovanju ključnih životnih fenomena među pripadnicima različitih generacija i različitih kultura koji su bili učesnici zajedničkog, međunarodnog obrazovnog programa 'Aktivno starenje i međugeneracijsko učenje - kafe pričaonica' - razmena priča, asocijacija i sećanja u vezi sa važnim ličnostima, ličnim i društvenim događajima na Dunavu. Pretpostavke o razlikama u vrednovanju ključnih životnih fenomena među različitim generacijama i različitim kulturama, kao ulaznih pozicija za ovaj dijalog, učinile su da ovaj proces bude organizovan sa ciljem razvoja interkulturno-generacijske osetljivosti : kroz razmenu u kojoj učesnici uče zajedno, jedni sa drugima, jedni o drugima, razmenjuju svoja znanja, osećanja, sećanja, uverenja, stavove i vrednosti o svetu, ljudima i događajima. Istraživanje koje je sprovedeno na grupi mladih i starijih učesnika iz Nemačke i Srbije imalo je za cilj da utvrdi osnovanost pretpostavki o razlikama na kojima se i iz kojih se uči. Istraživanje je pokazalo da su razlike u vrednovanju ključnih životnih fenomena, kako među generacijama tako i među kulturama, podjednako izazovni i relevantni resursi i izvori za učenje za sve učesnike programa., The objective of this study was to investigate differences in the evaluation of key life phenomena among members of different generations and different cultures who took part in the joint international education programme 'Active Ageing and Intergenerational Learning - Coffee Chats' - exchange of stories, associations and memories about important personalities and personal and social events on the Danube. Assumptions about differences in the evaluation of key life phenomena between different generations and different cultures, as the starting positions for this dialogue, meant this intercultural and intergenerational learning was organized with the goal of developing intercultural and intergenerational sensitivity, through exchange where participants learnt together, with one another and about one another, and shared their knowledge, feelings, memories, beliefs, attitudes and values about the world, people and events. The study aimed to establish the merits of the assumptions about the differences from which people learn draw lessons. The study showed that differences in the evaluation of key life phenomena, both between generations and between cultures, are equally challenging and useful resources and sources for learning for all programme participants.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Andragoške studije",
title = "Vrednosne razlike kao izazov u intergeneracijskom i interkulturnom učenju, Value differences as a challenge in intergenerational and intercultural learning",
pages = "66-41",
number = "2",
url = "https://hdl.handle.net/21.15107/rcub_reff_1673"
}

Milošević, Z., Medić, S.,& Popović, K.. (2013). Vrednosne razlike kao izazov u intergeneracijskom i interkulturnom učenju. in Andragoške studije
Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd.(2), 41-66.
https://hdl.handle.net/21.15107/rcub_reff_1673

Milošević Z, Medić S, Popović K. Vrednosne razlike kao izazov u intergeneracijskom i interkulturnom učenju. in Andragoške studije. 2013;(2):41-66.
https://hdl.handle.net/21.15107/rcub_reff_1673 .

Milošević, Zorica, Medić, Snežana, Popović, Katarina, "Vrednosne razlike kao izazov u intergeneracijskom i interkulturnom učenju" in Andragoške studije, no. 2 (2013):41-66,
https://hdl.handle.net/21.15107/rcub_reff_1673 .

TY  - CONF
AU  - Milošević, Zorica B.
PY  - 2013
UR  - http://reff.f.bg.ac.rs/handle/123456789/4807
AB  - Neophodnost učenja i obrazovanja tokom celog života podjednako je relevantna za decu, mlade, odrasle i stare. Doživotno učenje predstavlja sistem obrazovnih mogućnosti dostupan svima, u svim životnim dobima. Ono podrazumeva jednake mogućnosti za sve u obrazovanju – svako može dobiti obrazovanje koje će mu biti podrška u ostvarivanju ličnih i društvenih ciljeva. Nacionalna strategija o starenju (2006-2015) naglašava neophodnost rada na olakšavanju i podsticanju doživotnog učenja. Međutim, obrazovanje starijih u našem društvu je marginalizovan i zanemaren deo obrazovanja. Ta marginalizacija naročito je uočljiva u akademskom obrazovanju starijih odraslih. Inicijativa koja je pre četiri godine potekla od Centra za opštenaučno kontinuirano obrazovanje Univerziteta u Ulmu usmerena je ka jačanju kapaciteta mreže univerziteta u dunavskom regionu za obrazovanje starijih. Ova inicijativa rezultira time da Filozofski fakultet Univerziteta u Beogradu već četiri godine, kroz različite projekte i sa različitim partnerima, razvija i realizuje obrazovne programe za starije. Kreiranje, realizacija i evaluacija ovih programa jedan je od načina inoviranja obrazovne prakse na fakultetu. U ovom radu ćemo prikazati rezultate obrazovnih programa realizovanih u okviru dva projekta. U okviru prvog projekta, realizovan je obrazovni program Akademski dan za starije na Filozofskom fakultetu koji je obuhvatio dvosatne radionice na kojima su prezentovani sadržaji iz oblasti psihologije, etnologije i antropologije, istorije umetnosti, arheologije i istorije. U okviru drugog projekta, organizovana su tri on-line predavanja sa diskusijom, u kojima su istovremeno učestvovale starije osobe iz četiri zemlje podunavskog regiona: Bugarska, Nemačka, Rumunija i Srbija. Rezultati evaluacije pomenutih obrazovnih programa govore o mogućnostima njihove primene, kao i o pozitivnim reakcijama starijih sugrađana u vezi sa ovim programima.
AB  - The necessity of education and learning throughout life is equally relevant for children, youth, adults and the elderly. Lifelong learning is a system of educational opportunities available to everyone, at all ages. It implies equal opportunities in education for all - everyone can get education which will be the support for the realization of personal and social goals. National Strategy on Ageing (2006-2015) emphasizes the necessity of facilitating and encouraging lifelong learning. However, education of elderly people in our society is marginalized and ignored part of education. This marginalization is particularly evident in the academic education for older adults. The iniciatives that came from Centre for General Scientific Continuing Education of University of Ulm four years ago, is focused on strengthening the capacity of the universities network in the Danube region for education of elderly. The result of this initiative is the fact that the Faculty of Philosophy, in the last four years, through various projects and with the different partners, develops and implements educational programs for elderly. Design, implementation and evaluation of these programs have been recognized as one of the ways of innovating educational practices at the Faculty of Philosophy. In this paper we present the results of educational programs realized in the two projects. In the first project, was realized educational program: Academic day for seniors at the Faculty of Philosophy. It included two-hour workshops with presentations in the field of psychology, ethnology and anthropology, art history, archeology and history. In the second project, were organized three on-line lectures with discussion, in which participated elderly from four countries of the Danube region: Bulgaria, Germany, Romania and Serbia. The evaluation of these educational programs demonstrates their exceptional achievement and acceptance by our elderly citizens.
PB  - Beograd: Institut za pedagoška istraživanja
C3  - Inovativni pristupi obrazovanju – Zbornik rezimea
T1  - Doživotno učenje na univerzitetu: programi za starije
T1  - Lifelong Learning at the University: Programs for Elderly People
EP  - 107
SP  - 106
UR  - https://hdl.handle.net/21.15107/rcub_reff_4807
ER  - 

@conference{
author = "Milošević, Zorica B.",
year = "2013",
abstract = "Neophodnost učenja i obrazovanja tokom celog života podjednako je relevantna za decu, mlade, odrasle i stare. Doživotno učenje predstavlja sistem obrazovnih mogućnosti dostupan svima, u svim životnim dobima. Ono podrazumeva jednake mogućnosti za sve u obrazovanju – svako može dobiti obrazovanje koje će mu biti podrška u ostvarivanju ličnih i društvenih ciljeva. Nacionalna strategija o starenju (2006-2015) naglašava neophodnost rada na olakšavanju i podsticanju doživotnog učenja. Međutim, obrazovanje starijih u našem društvu je marginalizovan i zanemaren deo obrazovanja. Ta marginalizacija naročito je uočljiva u akademskom obrazovanju starijih odraslih. Inicijativa koja je pre četiri godine potekla od Centra za opštenaučno kontinuirano obrazovanje Univerziteta u Ulmu usmerena je ka jačanju kapaciteta mreže univerziteta u dunavskom regionu za obrazovanje starijih. Ova inicijativa rezultira time da Filozofski fakultet Univerziteta u Beogradu već četiri godine, kroz različite projekte i sa različitim partnerima, razvija i realizuje obrazovne programe za starije. Kreiranje, realizacija i evaluacija ovih programa jedan je od načina inoviranja obrazovne prakse na fakultetu. U ovom radu ćemo prikazati rezultate obrazovnih programa realizovanih u okviru dva projekta. U okviru prvog projekta, realizovan je obrazovni program Akademski dan za starije na Filozofskom fakultetu koji je obuhvatio dvosatne radionice na kojima su prezentovani sadržaji iz oblasti psihologije, etnologije i antropologije, istorije umetnosti, arheologije i istorije. U okviru drugog projekta, organizovana su tri on-line predavanja sa diskusijom, u kojima su istovremeno učestvovale starije osobe iz četiri zemlje podunavskog regiona: Bugarska, Nemačka, Rumunija i Srbija. Rezultati evaluacije pomenutih obrazovnih programa govore o mogućnostima njihove primene, kao i o pozitivnim reakcijama starijih sugrađana u vezi sa ovim programima., The necessity of education and learning throughout life is equally relevant for children, youth, adults and the elderly. Lifelong learning is a system of educational opportunities available to everyone, at all ages. It implies equal opportunities in education for all - everyone can get education which will be the support for the realization of personal and social goals. National Strategy on Ageing (2006-2015) emphasizes the necessity of facilitating and encouraging lifelong learning. However, education of elderly people in our society is marginalized and ignored part of education. This marginalization is particularly evident in the academic education for older adults. The iniciatives that came from Centre for General Scientific Continuing Education of University of Ulm four years ago, is focused on strengthening the capacity of the universities network in the Danube region for education of elderly. The result of this initiative is the fact that the Faculty of Philosophy, in the last four years, through various projects and with the different partners, develops and implements educational programs for elderly. Design, implementation and evaluation of these programs have been recognized as one of the ways of innovating educational practices at the Faculty of Philosophy. In this paper we present the results of educational programs realized in the two projects. In the first project, was realized educational program: Academic day for seniors at the Faculty of Philosophy. It included two-hour workshops with presentations in the field of psychology, ethnology and anthropology, art history, archeology and history. In the second project, were organized three on-line lectures with discussion, in which participated elderly from four countries of the Danube region: Bulgaria, Germany, Romania and Serbia. The evaluation of these educational programs demonstrates their exceptional achievement and acceptance by our elderly citizens.",
publisher = "Beograd: Institut za pedagoška istraživanja",
journal = "Inovativni pristupi obrazovanju – Zbornik rezimea",
title = "Doživotno učenje na univerzitetu: programi za starije, Lifelong Learning at the University: Programs for Elderly People",
pages = "107-106",
url = "https://hdl.handle.net/21.15107/rcub_reff_4807"
}

Milošević, Z. B.. (2013). Doživotno učenje na univerzitetu: programi za starije. in Inovativni pristupi obrazovanju – Zbornik rezimea
Beograd: Institut za pedagoška istraživanja., 106-107.
https://hdl.handle.net/21.15107/rcub_reff_4807

Milošević ZB. Doživotno učenje na univerzitetu: programi za starije. in Inovativni pristupi obrazovanju – Zbornik rezimea. 2013;:106-107.
https://hdl.handle.net/21.15107/rcub_reff_4807 .

Milošević, Zorica B., "Doživotno učenje na univerzitetu: programi za starije" in Inovativni pristupi obrazovanju – Zbornik rezimea (2013):106-107,
https://hdl.handle.net/21.15107/rcub_reff_4807 .

TY  - CONF
AU  - Milošević, Zorica B.
PY  - 2013
UR  - http://reff.f.bg.ac.rs/handle/123456789/4808
AB  - In this paper we present the results of research, whose main objective was to
determine whether and how the education system affects the acceptance of a positive image of “others” and the breaking prejudices of others nations. The research was conducted at Faculty of Philosophy in Belgrade. The sample included students of the Department for Pedagogy and Andragogy. The research had next four tasks: 1. To determine what images of the "others" student have, 2. To determine students assessment of the impact of the education system in creating a positive image of “other” nations, 3. To determine whether there is a correlation between educational characteristics of students and their image of “others”, 4. To determine whether there is a correlation between educational characteristics of students and students assess of the impact of the education system in the prejudices of others. The subjects assessed 7 nations by means of 12 attribute pairs. We studied the images on the following nations: Albanians, Bulgarians, Greeks, FYROM-s, Romanians, Turks, and Croatians. Also, we examined the role of the educational system in breaking down the following prejudices about others: avarice, dishonest, cowardice, coldness, aggressive, dirty, betrayal, sloth,
inhospitable, primitive, strife, nationalists. The collected data indicate a tendency that students have a slightly more positive picture of the FYROM-s, Greeks and Turks than of other nations. The results also show that students recognize the power of the education system in the breaking prejudices of other peoples.
PB  - Thessaloniki: Balkan Society For Pedagogy and Education
C3  - „The Image of the „Other“/Neighbour in the Educational Systems of the Balkan Countries (1998-2013)“, Book of Abstractss
T1  - The role of Educational System in Creating Positive Image of the „Others“
EP  - 82
SP  - 81
UR  - https://hdl.handle.net/21.15107/rcub_reff_4808
ER  - 

@conference{
author = "Milošević, Zorica B.",
year = "2013",
abstract = "In this paper we present the results of research, whose main objective was to
determine whether and how the education system affects the acceptance of a positive image of “others” and the breaking prejudices of others nations. The research was conducted at Faculty of Philosophy in Belgrade. The sample included students of the Department for Pedagogy and Andragogy. The research had next four tasks: 1. To determine what images of the "others" student have, 2. To determine students assessment of the impact of the education system in creating a positive image of “other” nations, 3. To determine whether there is a correlation between educational characteristics of students and their image of “others”, 4. To determine whether there is a correlation between educational characteristics of students and students assess of the impact of the education system in the prejudices of others. The subjects assessed 7 nations by means of 12 attribute pairs. We studied the images on the following nations: Albanians, Bulgarians, Greeks, FYROM-s, Romanians, Turks, and Croatians. Also, we examined the role of the educational system in breaking down the following prejudices about others: avarice, dishonest, cowardice, coldness, aggressive, dirty, betrayal, sloth,
inhospitable, primitive, strife, nationalists. The collected data indicate a tendency that students have a slightly more positive picture of the FYROM-s, Greeks and Turks than of other nations. The results also show that students recognize the power of the education system in the breaking prejudices of other peoples.",
publisher = "Thessaloniki: Balkan Society For Pedagogy and Education",
journal = "„The Image of the „Other“/Neighbour in the Educational Systems of the Balkan Countries (1998-2013)“, Book of Abstractss",
title = "The role of Educational System in Creating Positive Image of the „Others“",
pages = "82-81",
url = "https://hdl.handle.net/21.15107/rcub_reff_4808"
}

Milošević, Z. B.. (2013). The role of Educational System in Creating Positive Image of the „Others“. in „The Image of the „Other“/Neighbour in the Educational Systems of the Balkan Countries (1998-2013)“, Book of Abstractss
Thessaloniki: Balkan Society For Pedagogy and Education., 81-82.
https://hdl.handle.net/21.15107/rcub_reff_4808

Milošević ZB. The role of Educational System in Creating Positive Image of the „Others“. in „The Image of the „Other“/Neighbour in the Educational Systems of the Balkan Countries (1998-2013)“, Book of Abstractss. 2013;:81-82.
https://hdl.handle.net/21.15107/rcub_reff_4808 .

Milošević, Zorica B., "The role of Educational System in Creating Positive Image of the „Others“" in „The Image of the „Other“/Neighbour in the Educational Systems of the Balkan Countries (1998-2013)“, Book of Abstractss (2013):81-82,
https://hdl.handle.net/21.15107/rcub_reff_4808 .

TY  - CHAP
AU  - Milošević, Zorica B.
AU  - Pekeč, Kristina
PY  - 2012
UR  - http://reff.f.bg.ac.rs/handle/123456789/4829
AB  - Rad predstavlja pokušaj sagledavanja značaja razvojnog pristupa porodici kao okvira razumevanja kako vaspitne stvarnosti porodice, tako i mogućnosti obrazovne intervencije na plan porodičnog funkcionisanja. Otuda se u ovom radu primena razvojnog pristupa u izučavanju porodičnog funkcionisanja u naukama o vaspitanju razume u kontekstu unapređenja kvaliteta obrazovanja za život u porodici. U radu su najpre analizirana različita razumevanja dva osnovna koncepta razvojnog pristupa porodici: životnog ciklusa porodice i razvojnih zadataka porodice. Potom je učinjen napor da se vaspitna stvarnost porodice i obrazovna intervencija u porodični sistem sagledaju u okvirima ovog
teorijskog koncepta. Pokazalo se da razvojni pristup porodici otvara prostor obrazovanju da, kao najmoćnije sredstvo vaspitanja i oblik podrške porodici iz metasistema, utiče na usmeravanje pravca razvoja kako članova porodice, tako i porodičnog sistema u celini ka napredovanju i rastu.
PB  - Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu
T2  - Posebna pitanja kvaliteta u obrazovanju
T1  - Razvojni pristup porodici – korak ka unapređenju kvaliteta obrazovanja za život u porodici
EP  - 154
SP  - 133
UR  - https://hdl.handle.net/21.15107/rcub_reff_4829
ER  - 

@inbook{
author = "Milošević, Zorica B. and Pekeč, Kristina",
year = "2012",
abstract = "Rad predstavlja pokušaj sagledavanja značaja razvojnog pristupa porodici kao okvira razumevanja kako vaspitne stvarnosti porodice, tako i mogućnosti obrazovne intervencije na plan porodičnog funkcionisanja. Otuda se u ovom radu primena razvojnog pristupa u izučavanju porodičnog funkcionisanja u naukama o vaspitanju razume u kontekstu unapređenja kvaliteta obrazovanja za život u porodici. U radu su najpre analizirana različita razumevanja dva osnovna koncepta razvojnog pristupa porodici: životnog ciklusa porodice i razvojnih zadataka porodice. Potom je učinjen napor da se vaspitna stvarnost porodice i obrazovna intervencija u porodični sistem sagledaju u okvirima ovog
teorijskog koncepta. Pokazalo se da razvojni pristup porodici otvara prostor obrazovanju da, kao najmoćnije sredstvo vaspitanja i oblik podrške porodici iz metasistema, utiče na usmeravanje pravca razvoja kako članova porodice, tako i porodičnog sistema u celini ka napredovanju i rastu.",
publisher = "Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu",
journal = "Posebna pitanja kvaliteta u obrazovanju",
booktitle = "Razvojni pristup porodici – korak ka unapređenju kvaliteta obrazovanja za život u porodici",
pages = "154-133",
url = "https://hdl.handle.net/21.15107/rcub_reff_4829"
}

Milošević, Z. B.,& Pekeč, K.. (2012). Razvojni pristup porodici – korak ka unapređenju kvaliteta obrazovanja za život u porodici. in Posebna pitanja kvaliteta u obrazovanju
Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu., 133-154.
https://hdl.handle.net/21.15107/rcub_reff_4829

Milošević ZB, Pekeč K. Razvojni pristup porodici – korak ka unapređenju kvaliteta obrazovanja za život u porodici. in Posebna pitanja kvaliteta u obrazovanju. 2012;:133-154.
https://hdl.handle.net/21.15107/rcub_reff_4829 .

Milošević, Zorica B., Pekeč, Kristina, "Razvojni pristup porodici – korak ka unapređenju kvaliteta obrazovanja za život u porodici" in Posebna pitanja kvaliteta u obrazovanju (2012):133-154,
https://hdl.handle.net/21.15107/rcub_reff_4829 .

TY  - CONF
AU  - Medić, Snežana
AU  - Milošević, Zorica B.
AU  - Popović, Katarina
PY  - 2012
UR  - http://reff.f.bg.ac.rs/handle/123456789/4806
AB  - Stare osobe su u 2012. godini, njihovoj godini promocije i ostvarenja kvalitetnog zajedničkog života u Evropi, dobile kroz EU projekat „Grundtvig Learning Partnership - Danube Stories (DASTO)“, u kome učsetvuje Srbija, novu podršku za osnaživanje pokreta za jačanje socijalne integracije starih koji žive u zemljama Dunavskog regiona. Cilj projekta je da, koristeći obrazovanje i učenje, ostvari međukulturnu i intergeneracijsku saradnju, kako bi se povećala svest o nacionalnom i međunarodnom identitetu naroda ovog  kraja. U projektu evropskog učećeg partnerstva, razvijaju se inovativni pristupi za kreativno izražavanje misli i osećanja u oblasti ličnog doživljaja prirodnog i socijalnog okruženja, istorije i kulturne tradicije. Učeće partnerstvo podrazumeva da se kroz međukulturnu saradnju i intergeneracijsku razmenu otvori dijalog o zajedničkom ili različitom viđenju sveta u kome živimo. Upravo otkrivanje startnih pozicija za ovaj dijalog mladih i starih, starih iz različith kultura, bile su cilj ovog istraživanja: poruke koje bi uputili jedni drugima. Istraživanje je obavljeno sa svim učesnicima projekta „DASTO“ koji su realizovali akciju „Dunavske kutije“ (50 mladih i 17 starih iz Srbije i 17 starih iz Nemačke). Akciono istraživanje u ovom delu ostvareno je tehnikom intervjua, kojom su „prikupljene poruke“. Sličnosti i razlike u viđenju, vrednovanju i razumevanju sveta u kome živimo između različitih ljudi, osnova su za dijalog kroz koji se uči partnerstvo i gradi pravedniji svet.
AB  - In the year 2012, the year of promotion and accomplishment of quality mutual life in Europe, the elderly gained new support for the movement for strengthening social interaction of old people living in the Danube region countries through the EU project "Grundtvig Learning Partnership - Danube Stories (DASTO)", in which Serbia participates. The aim of this project is to achieve intercultural and intergenerational cooperation through education and learning in order to increase awareness about national and international identity of nations in this region. The project of the European learning partnership serves to develop innovative approaches to creative expression of thoughts and feelings in the field of personal perception of natural and social environment, history and cultural tradition. Learning partnership implies starting a dialogue about mutual and different viewpoints on the world we live in through intercultural cooperation and intergenerational exchange. The aim of this study was to discover the starting points for this dialogue between the young and the old, the old from different cultures: the messages they would send to each other. The research was conducted with all participants of the DASTO project who were involved in the Danube box activity (50 young and 17 old people from Serbia and 17 old people from Germany). Interviewing was used in this part of action research in order to "collect the messages". Similarities and differences in the perception, evaluation and understanding of the world we live in, among different people, form basis for the dialogue through which we learn about partnership and build a more righteous world.
PB  - Institut za pedagoška istraživanja
PB  - Gerontološko društvo Srbije
C3  - Odnos mladih prema starima i starenju, Knjiga rezimea
T1  - Dunavsko ogledalo: međukulturne i međugeneracijske poruke
T1  - The Danube mirror: intercultural and intergenerational messages
EP  - 29
SP  - 29
UR  - https://hdl.handle.net/21.15107/rcub_reff_4806
ER  - 

@conference{
author = "Medić, Snežana and Milošević, Zorica B. and Popović, Katarina",
year = "2012",
abstract = "Stare osobe su u 2012. godini, njihovoj godini promocije i ostvarenja kvalitetnog zajedničkog života u Evropi, dobile kroz EU projekat „Grundtvig Learning Partnership - Danube Stories (DASTO)“, u kome učsetvuje Srbija, novu podršku za osnaživanje pokreta za jačanje socijalne integracije starih koji žive u zemljama Dunavskog regiona. Cilj projekta je da, koristeći obrazovanje i učenje, ostvari međukulturnu i intergeneracijsku saradnju, kako bi se povećala svest o nacionalnom i međunarodnom identitetu naroda ovog  kraja. U projektu evropskog učećeg partnerstva, razvijaju se inovativni pristupi za kreativno izražavanje misli i osećanja u oblasti ličnog doživljaja prirodnog i socijalnog okruženja, istorije i kulturne tradicije. Učeće partnerstvo podrazumeva da se kroz međukulturnu saradnju i intergeneracijsku razmenu otvori dijalog o zajedničkom ili različitom viđenju sveta u kome živimo. Upravo otkrivanje startnih pozicija za ovaj dijalog mladih i starih, starih iz različith kultura, bile su cilj ovog istraživanja: poruke koje bi uputili jedni drugima. Istraživanje je obavljeno sa svim učesnicima projekta „DASTO“ koji su realizovali akciju „Dunavske kutije“ (50 mladih i 17 starih iz Srbije i 17 starih iz Nemačke). Akciono istraživanje u ovom delu ostvareno je tehnikom intervjua, kojom su „prikupljene poruke“. Sličnosti i razlike u viđenju, vrednovanju i razumevanju sveta u kome živimo između različitih ljudi, osnova su za dijalog kroz koji se uči partnerstvo i gradi pravedniji svet., In the year 2012, the year of promotion and accomplishment of quality mutual life in Europe, the elderly gained new support for the movement for strengthening social interaction of old people living in the Danube region countries through the EU project "Grundtvig Learning Partnership - Danube Stories (DASTO)", in which Serbia participates. The aim of this project is to achieve intercultural and intergenerational cooperation through education and learning in order to increase awareness about national and international identity of nations in this region. The project of the European learning partnership serves to develop innovative approaches to creative expression of thoughts and feelings in the field of personal perception of natural and social environment, history and cultural tradition. Learning partnership implies starting a dialogue about mutual and different viewpoints on the world we live in through intercultural cooperation and intergenerational exchange. The aim of this study was to discover the starting points for this dialogue between the young and the old, the old from different cultures: the messages they would send to each other. The research was conducted with all participants of the DASTO project who were involved in the Danube box activity (50 young and 17 old people from Serbia and 17 old people from Germany). Interviewing was used in this part of action research in order to "collect the messages". Similarities and differences in the perception, evaluation and understanding of the world we live in, among different people, form basis for the dialogue through which we learn about partnership and build a more righteous world.",
publisher = "Institut za pedagoška istraživanja, Gerontološko društvo Srbije",
journal = "Odnos mladih prema starima i starenju, Knjiga rezimea",
title = "Dunavsko ogledalo: međukulturne i međugeneracijske poruke, The Danube mirror: intercultural and intergenerational messages",
pages = "29-29",
url = "https://hdl.handle.net/21.15107/rcub_reff_4806"
}

Medić, S., Milošević, Z. B.,& Popović, K.. (2012). Dunavsko ogledalo: međukulturne i međugeneracijske poruke. in Odnos mladih prema starima i starenju, Knjiga rezimea
Institut za pedagoška istraživanja., 29-29.
https://hdl.handle.net/21.15107/rcub_reff_4806

Medić S, Milošević ZB, Popović K. Dunavsko ogledalo: međukulturne i međugeneracijske poruke. in Odnos mladih prema starima i starenju, Knjiga rezimea. 2012;:29-29.
https://hdl.handle.net/21.15107/rcub_reff_4806 .

Medić, Snežana, Milošević, Zorica B., Popović, Katarina, "Dunavsko ogledalo: međukulturne i međugeneracijske poruke" in Odnos mladih prema starima i starenju, Knjiga rezimea (2012):29-29,
https://hdl.handle.net/21.15107/rcub_reff_4806 .

TY  - CHAP
AU  - Medić, Snežana
AU  - Matejić Đuričić, Zorica
AU  - Milošević, Zorica B.
PY  - 2011
UR  - http://reff.f.bg.ac.rs/handle/123456789/4823
AB  - U poslednje dve decenije zabeležen je nagli porast naučnog i šire društvenog interesovanja za probleme kvaliteta obrazovanja (kvalitetnog obrazovanja). U ovom radu izvršena je analiza različitih pristupa u određivanju kvaliteta obrazovanja, uz kritičko preispitivanje tzv. multimodalnog ili kovarijatnog modela. Multimodalni pristup zasniva se na činjenici da postoje vrlo različite
dimenzije obrazovanja i da je, stoga, nemoguće očekivati da se kvalitet obrazovanja definiše preko jednog izolovanog indikatora kvaliteta. Evropska komisija (2002) podnela je Izveštaj – dokument radne grupe o 15 indikatora kvaliteta doživotnog učenja, koje je EAEA (Evropska asocijacija za obrazovanje odraslih, 2006) dalje razvila kao okvir strategije i modela za procenu kvaliteta učenja i obrazovanja odraslih (za starosnu dob od 16–24 do 65 godina). Za uspostavljanje mogućeg validnog modela za procenu kvaliteta obrazovanja starih (65+) analizirani su ponuđeni indikatori kvaliteta obrazovanja i učenja odraslih sa aspekta njihove relevantnosti za procenu kvaliteta učenja i obrazovanja starih kao i njihova primerenost specifičnostima obrazovanja u Srbiji.
AB  - During the past two decades, the rapid growths of scientific, and broader social interest in the  problem of education quality (quality of education) have been written. This paper deals with the analysis of the different approaches in quality education definition by critical re-assessment of, so called, multi-modal or co-variant model. Multimodal assessment is based on the evidence of
multidimensional character of education, and impossibility to define its quality by one isolate indicator. European Commission has submitted the Report – document of the Work Group on 15 indicators of Lifelong learning quality, and it has been further developing by EAEA (European Association for Education of Adult, 2006) as the framework of the strategy and the model of assessment of the quality of Adult education and adult learning (for the age over 16, and 24
to 65 age group). In order to create a valid model of elder education quality assessment (65+) analysis of the defined indicators of adult education quality was done in the charge of its relevance for the elder education and its adaptability for specificity of education in Serbia.
PB  - Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu
T2  - Kvalitet u obrazovanju
T1  - Multimodalni pristup u proceni kvaliteta obrazovanja
EP  - 133
SP  - 113
UR  - https://hdl.handle.net/21.15107/rcub_reff_4823
ER  - 

@inbook{
author = "Medić, Snežana and Matejić Đuričić, Zorica and Milošević, Zorica B.",
year = "2011",
abstract = "U poslednje dve decenije zabeležen je nagli porast naučnog i šire društvenog interesovanja za probleme kvaliteta obrazovanja (kvalitetnog obrazovanja). U ovom radu izvršena je analiza različitih pristupa u određivanju kvaliteta obrazovanja, uz kritičko preispitivanje tzv. multimodalnog ili kovarijatnog modela. Multimodalni pristup zasniva se na činjenici da postoje vrlo različite
dimenzije obrazovanja i da je, stoga, nemoguće očekivati da se kvalitet obrazovanja definiše preko jednog izolovanog indikatora kvaliteta. Evropska komisija (2002) podnela je Izveštaj – dokument radne grupe o 15 indikatora kvaliteta doživotnog učenja, koje je EAEA (Evropska asocijacija za obrazovanje odraslih, 2006) dalje razvila kao okvir strategije i modela za procenu kvaliteta učenja i obrazovanja odraslih (za starosnu dob od 16–24 do 65 godina). Za uspostavljanje mogućeg validnog modela za procenu kvaliteta obrazovanja starih (65+) analizirani su ponuđeni indikatori kvaliteta obrazovanja i učenja odraslih sa aspekta njihove relevantnosti za procenu kvaliteta učenja i obrazovanja starih kao i njihova primerenost specifičnostima obrazovanja u Srbiji., During the past two decades, the rapid growths of scientific, and broader social interest in the  problem of education quality (quality of education) have been written. This paper deals with the analysis of the different approaches in quality education definition by critical re-assessment of, so called, multi-modal or co-variant model. Multimodal assessment is based on the evidence of
multidimensional character of education, and impossibility to define its quality by one isolate indicator. European Commission has submitted the Report – document of the Work Group on 15 indicators of Lifelong learning quality, and it has been further developing by EAEA (European Association for Education of Adult, 2006) as the framework of the strategy and the model of assessment of the quality of Adult education and adult learning (for the age over 16, and 24
to 65 age group). In order to create a valid model of elder education quality assessment (65+) analysis of the defined indicators of adult education quality was done in the charge of its relevance for the elder education and its adaptability for specificity of education in Serbia.",
publisher = "Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu",
journal = "Kvalitet u obrazovanju",
booktitle = "Multimodalni pristup u proceni kvaliteta obrazovanja",
pages = "133-113",
url = "https://hdl.handle.net/21.15107/rcub_reff_4823"
}

Medić, S., Matejić Đuričić, Z.,& Milošević, Z. B.. (2011). Multimodalni pristup u proceni kvaliteta obrazovanja. in Kvalitet u obrazovanju
Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu., 113-133.
https://hdl.handle.net/21.15107/rcub_reff_4823

Medić S, Matejić Đuričić Z, Milošević ZB. Multimodalni pristup u proceni kvaliteta obrazovanja. in Kvalitet u obrazovanju. 2011;:113-133.
https://hdl.handle.net/21.15107/rcub_reff_4823 .

Medić, Snežana, Matejić Đuričić, Zorica, Milošević, Zorica B., "Multimodalni pristup u proceni kvaliteta obrazovanja" in Kvalitet u obrazovanju (2011):113-133,
https://hdl.handle.net/21.15107/rcub_reff_4823 .

TY  - CONF
AU  - Maksimović, Maja
AU  - Nikolić Maksić, Tamara
AU  - Milošević, Zorica B.
PY  - 2011
UR  - http://reff.f.bg.ac.rs/handle/123456789/4827
AB  - The paper represents authors’ struggle to comprehend the process of transformative learning and it is written in a form of dialog between three 
authors who express their ideas, experiences, personal narratives and doubts. 
This way of writing is in accordance with main assumption that transformation 
in its core is relational. Therefore, authors’ ideas and stories were provoked, 
challenged, and co-created.
PB  - New York: Teachers College, Columbia University
PB  - Athens: Hellenic Open University
C3  - The Proceedings of the International Transformative Learning Conference in Europe, 9th International Conference on Transformative Learning „Transformative Learning in Time of Crisis: Individual and Collective Challenges“
T1  - The crisis in family – family in crisis: opportunity for transformation
EP  - 515
SP  - 509
UR  - https://hdl.handle.net/21.15107/rcub_reff_4827
ER  - 

@conference{
author = "Maksimović, Maja and Nikolić Maksić, Tamara and Milošević, Zorica B.",
year = "2011",
abstract = "The paper represents authors’ struggle to comprehend the process of transformative learning and it is written in a form of dialog between three 
authors who express their ideas, experiences, personal narratives and doubts. 
This way of writing is in accordance with main assumption that transformation 
in its core is relational. Therefore, authors’ ideas and stories were provoked, 
challenged, and co-created.",
publisher = "New York: Teachers College, Columbia University, Athens: Hellenic Open University",
journal = "The Proceedings of the International Transformative Learning Conference in Europe, 9th International Conference on Transformative Learning „Transformative Learning in Time of Crisis: Individual and Collective Challenges“",
title = "The crisis in family – family in crisis: opportunity for transformation",
pages = "515-509",
url = "https://hdl.handle.net/21.15107/rcub_reff_4827"
}

Maksimović, M., Nikolić Maksić, T.,& Milošević, Z. B.. (2011). The crisis in family – family in crisis: opportunity for transformation. in The Proceedings of the International Transformative Learning Conference in Europe, 9th International Conference on Transformative Learning „Transformative Learning in Time of Crisis: Individual and Collective Challenges“
New York: Teachers College, Columbia University., 509-515.
https://hdl.handle.net/21.15107/rcub_reff_4827

Maksimović M, Nikolić Maksić T, Milošević ZB. The crisis in family – family in crisis: opportunity for transformation. in The Proceedings of the International Transformative Learning Conference in Europe, 9th International Conference on Transformative Learning „Transformative Learning in Time of Crisis: Individual and Collective Challenges“. 2011;:509-515.
https://hdl.handle.net/21.15107/rcub_reff_4827 .

Maksimović, Maja, Nikolić Maksić, Tamara, Milošević, Zorica B., "The crisis in family – family in crisis: opportunity for transformation" in The Proceedings of the International Transformative Learning Conference in Europe, 9th International Conference on Transformative Learning „Transformative Learning in Time of Crisis: Individual and Collective Challenges“ (2011):509-515,
https://hdl.handle.net/21.15107/rcub_reff_4827 .

TY  - CONF
AU  - Maksimović, Maja
AU  - Nikolić Maksić, Tamara
AU  - Milošević, Zorica B.
PY  - 2011
UR  - http://reff.f.bg.ac.rs/handle/123456789/4822
AB  - The paper represents the authors’ struggle to comprehend the process of transformative learning. It is written in a form of dialog between three authors who express their ideas, experiences, personal narratives and doubts. This way of writing is in accordance with the main assumption that transformation in its core is relational. Therefore, our ideas and stories were provoked, challenged, and co-created. In the first part of the paper, we express our
understanding of transformative learning and discuss the main aspects of the process. In the second part, we discuss the importance of acknowledging the role of the body in the process of transformation and we emphasize a holistic approach to learning. The last part is about family. It introduces our personal observations and understanding of family crisis, and our stories related to the topic that emerged in conversations.
PB  - New York: Teachers College, Columbia University
PB  - Athens: Hellenic Open University
C3  - The International Transformative Learning Conference in Europe, IX International Conference on Transformative Learning „Transformative Learning in Time of Crisis: Individual and Collective Challenges“, Book of Abstracts
T1  - The crisis in family – family in crisis: opportunity for transformation
EP  - 60
SP  - 60
UR  - https://hdl.handle.net/21.15107/rcub_reff_4822
ER  - 

@conference{
author = "Maksimović, Maja and Nikolić Maksić, Tamara and Milošević, Zorica B.",
year = "2011",
abstract = "The paper represents the authors’ struggle to comprehend the process of transformative learning. It is written in a form of dialog between three authors who express their ideas, experiences, personal narratives and doubts. This way of writing is in accordance with the main assumption that transformation in its core is relational. Therefore, our ideas and stories were provoked, challenged, and co-created. In the first part of the paper, we express our
understanding of transformative learning and discuss the main aspects of the process. In the second part, we discuss the importance of acknowledging the role of the body in the process of transformation and we emphasize a holistic approach to learning. The last part is about family. It introduces our personal observations and understanding of family crisis, and our stories related to the topic that emerged in conversations.",
publisher = "New York: Teachers College, Columbia University, Athens: Hellenic Open University",
journal = "The International Transformative Learning Conference in Europe, IX International Conference on Transformative Learning „Transformative Learning in Time of Crisis: Individual and Collective Challenges“, Book of Abstracts",
title = "The crisis in family – family in crisis: opportunity for transformation",
pages = "60-60",
url = "https://hdl.handle.net/21.15107/rcub_reff_4822"
}

Maksimović, M., Nikolić Maksić, T.,& Milošević, Z. B.. (2011). The crisis in family – family in crisis: opportunity for transformation. in The International Transformative Learning Conference in Europe, IX International Conference on Transformative Learning „Transformative Learning in Time of Crisis: Individual and Collective Challenges“, Book of Abstracts
New York: Teachers College, Columbia University., 60-60.
https://hdl.handle.net/21.15107/rcub_reff_4822

Maksimović M, Nikolić Maksić T, Milošević ZB. The crisis in family – family in crisis: opportunity for transformation. in The International Transformative Learning Conference in Europe, IX International Conference on Transformative Learning „Transformative Learning in Time of Crisis: Individual and Collective Challenges“, Book of Abstracts. 2011;:60-60.
https://hdl.handle.net/21.15107/rcub_reff_4822 .

Maksimović, Maja, Nikolić Maksić, Tamara, Milošević, Zorica B., "The crisis in family – family in crisis: opportunity for transformation" in The International Transformative Learning Conference in Europe, IX International Conference on Transformative Learning „Transformative Learning in Time of Crisis: Individual and Collective Challenges“, Book of Abstracts (2011):60-60,
https://hdl.handle.net/21.15107/rcub_reff_4822 .

TY  - CONF
AU  - Medić, Snežana
AU  - Levkov, Ljiljana
AU  - Milošević, Zorica B.
PY  - 2011
UR  - http://reff.f.bg.ac.rs/handle/123456789/4847
AB  - Functional elementary education of adults (FEEA) is entirely new model in dealing with complex issues related to low educational level and functional illiteracy of a good portion of adult population in Serbia. Its implementation calls for development of specially targeted teaching and learning materials (TLM) instead of publishing textbooks conceptually similar to those commonly used in the mainstream system of basic education. Teaching and learning materials therefore bare special stress in the overall functional education concept and model. This paper describes the most critical aspects and steps in the process of designing, producing, implementing and evaluating teaching and learning materials for FEEA curriculum.
PB  - Thessaloniki: Balkan Society For Pedagogy and Education
PB  - Belgrade: University of Belgrade, Faculty of Philosophy, Department for Pedagogy and Andragogy and Institute for Pedagogy and Andragogy
C3  - Evaluation in Education in the Balkan Countries
T1  - Creating, Implementing and Evaluating Teaching and Learning Materials for Functional Adult Basic Education in Serbia
EP  - 511
SP  - 505
UR  - https://hdl.handle.net/21.15107/rcub_reff_4847
ER  - 

@conference{
author = "Medić, Snežana and Levkov, Ljiljana and Milošević, Zorica B.",
year = "2011",
abstract = "Functional elementary education of adults (FEEA) is entirely new model in dealing with complex issues related to low educational level and functional illiteracy of a good portion of adult population in Serbia. Its implementation calls for development of specially targeted teaching and learning materials (TLM) instead of publishing textbooks conceptually similar to those commonly used in the mainstream system of basic education. Teaching and learning materials therefore bare special stress in the overall functional education concept and model. This paper describes the most critical aspects and steps in the process of designing, producing, implementing and evaluating teaching and learning materials for FEEA curriculum.",
publisher = "Thessaloniki: Balkan Society For Pedagogy and Education, Belgrade: University of Belgrade, Faculty of Philosophy, Department for Pedagogy and Andragogy and Institute for Pedagogy and Andragogy",
journal = "Evaluation in Education in the Balkan Countries",
title = "Creating, Implementing and Evaluating Teaching and Learning Materials for Functional Adult Basic Education in Serbia",
pages = "511-505",
url = "https://hdl.handle.net/21.15107/rcub_reff_4847"
}

Medić, S., Levkov, L.,& Milošević, Z. B.. (2011). Creating, Implementing and Evaluating Teaching and Learning Materials for Functional Adult Basic Education in Serbia. in Evaluation in Education in the Balkan Countries
Thessaloniki: Balkan Society For Pedagogy and Education., 505-511.
https://hdl.handle.net/21.15107/rcub_reff_4847

Medić S, Levkov L, Milošević ZB. Creating, Implementing and Evaluating Teaching and Learning Materials for Functional Adult Basic Education in Serbia. in Evaluation in Education in the Balkan Countries. 2011;:505-511.
https://hdl.handle.net/21.15107/rcub_reff_4847 .

Medić, Snežana, Levkov, Ljiljana, Milošević, Zorica B., "Creating, Implementing and Evaluating Teaching and Learning Materials for Functional Adult Basic Education in Serbia" in Evaluation in Education in the Balkan Countries (2011):505-511,
https://hdl.handle.net/21.15107/rcub_reff_4847 .