Standardi u obrazovanju kao način podizanja kvaliteta obrazovanja

Abstract

Počelo se sa izradom različitih standarda u obrazovanju u Srbiji, pa smo smatrali da je izuzetno važno proučiti filozofiju koja leži iza 'Pokreta Standardi' i dosadašnja iskustva sa njegovom primenom u obrazovanju. U radu se opisuje kontekst nastanka reforme obrazovanja bazirane na standardima u SAD, koja se odatle proširila na veliki deo sveta. U radu razmatramo koncepciju reforme i efekte njene primene u praksi. Glavni nalazi analize su da je neophodno razlikovati, s jedne strane, pojam standard, princip visokih i inkluzivnih obrazovnih standarda i, s druge, upotrebu standarda u jednom konkretnom kontekstu obrazovne reforme. Njihovo nerazlikovanje vodi pogrešnim koracima u obrazovnoj politici. Stavovi i osećanja protiv 'Pokreta Standardi' često su se nekritički generalizovali i na odnos prema svim standardima i prema samom pojmu standarda u obrazovanju. Mi pravimo razliku između standarda-kao-cilja i standarda-kao-sredstva u obrazovanju. Navodimo argumente za uvođenje standarda-kao-sredstva i ukazujemo na to kako oni mogu podizati kvalitet obrazovanja. Suština procene učeničkog rada trebalo bi da bude tačna ocena njihovog postignuća u odnosu na spoljni kriterijum, a ne uzajamno poređenje učenika i kompeticija. Standardi- kao-sredstvo su alatka, instrument, a ne polazna tačka iz kojih se izvode centralne organizujuće ideje i ideologija određenog kurikuluma. U poslednjem delu rada analiziramo grupe problema u dosadašnjoj izradi i upotrebi standarda u Srbiji: neslaganje eksperata oko sadržaja standarda; probleme oko kvaliteta standarda; oko primene standarda (obučenost nastavnika, obezbeđivanje procedure za merenje ostvarenosti standarda); i obezbeđivanje povratne informacije nakon primene standarda i upotreba dobijenih nalaza u obrazovnoj politici zemlje. U Srbiji postoje nužni preduslovi za razvoj i primenu standarda-kao-sredstva, ali ne postoje još uvek jasni mehanizmi za praćenje i obezbeđivanje kvaliteta svih nužnih koraka na tom putu, niti dovoljna svest o skliskim i rizičnim tačkama i načinima kako da se preduprede pojedini problemi.

There has been the initiation of creating many different standards in education in Serbia, so we thought that it would we extremely significant to study the philosophy which is supporting 'The Movement Standards' and recent experience with their application in education. In the paper, we have described the context of the appearance of the reform of education, based on the standards in the USA, which has widened to the greater part of the world. In the paper, we are discussing the concept of the reform and effects of its application in praxis. The main findings of the analysis are that it is necessary to differ, from one side, the term standard, the principle of high and inclusive educational standards, an on the other hand the use of the standard in a definite context of the educational reform. Not being able to differentiate these two leads to wrong steps in educational politics. Attitudes and feelings against the Movement Standards are often non-critically generalized on the relation towards all the standards and the very term standard in education. We are making the difference between the standard as an aim and standard as means in education. We are giving arguments for introducing standards-as-means and showing how they can raise the quality of education. The essence of estimation of students' work should be a precise mark of their achievement in relation to the outer criterion, and not mutual comparison of students and competences. Standards-as-means are a tool, instrument, and not a starting point for central organized ideas and ideologies from the defined curriculum. In the last part of the paper, we are analyzing groups of problems in the up-to-date creating and use of standards in Serbia: disagreement of experts about the contents of standards; problems about the quality of standards, application of standards (qualification of teachers, obtaining procedures for measuring realization of standards); and obtaining feedback after the application of the standards and the use of the given findings in the educational politics of the country. In Serbia, there are necessary pre-conditions for development and application of standards-as-means, but still there are no clear mechanisms for following and obtain quality of all necessary steps in this way, and not sufficient consciousness about risky points and the ways how to prevent certain problems.