Društveno-istorijski aspekt razvoja profesionalnog obrazovanja u Srbiji

Abstract

U članku se problematizuje pitanje društveno-istorijskih aspekata u kojima se razvijalo profesionalno obrazovanje u Srbiji. O ovoj je temi u našoj literaturi dat sintetički pregled stanovišta koja se odnose na period XIX i XX veka. Konstatuje se da je zaostajanje u društvenoj modernizaciji i diferencijaciji različitih sfera socijalno-ekonomskog života negativno delovalo na razvoj koncepcije i sistema profesionalnog obrazovanja. Cilj nam je bio da sagledamo društveno uslovljene predrasude o obrazovnom procesu i sistemu, koje su predstavljale jednu od barijera za zasnivanje modernog, dinamičkog i ekonomskim potrebama adekvatnog profesionalnog obrazovanja u Srbiji. Neke od tih predrasuda, kao one o suprotnosti opšteg i pozivnog obrazovanja, usmerenost kreatora obrazovne politike na sistem formalnog obrazovanja i posledični nedostatak valjane teorije i prakse neformalnog i informalnog obrazovanja, prisutne su i kod nas. Zbog toga je, sa stanovišta istoričara obrazovanja, ponuđen niz pitanja koja se odnose na razvoj svih aspekata obrazovnog sistema o kojima treba voditi računa prilikom dalje konceptualizacije profesionalnog obrazovanja u nas.

This paper deals with the issue of socio-historical aspects in the development of professional education in Serbia. A synthetic overview is presented of the dominant viewpoints on this topic in our literature, covering the period of the 19th and 20th centuries. It is noted that the lag in social modernization and differentiation of various aspects of socio-economic life have had a negative effect on the development of the system of professional education. Our goal was to look into socially-conditioned prejudices about the educational process and system, which represented one of the barriers to the establishment of a modern, dynamic system of professional education in Serbia which would be in tune with economic needs. Some of these prejudices, like that concerning the contradiction between general and professional education, the educational policymakers' focus on the formal system of education and the lack of valid theory and practice in non-formal and informal education, are also present in Serbia. That is why, from the perspective of a historian of education, this paper discusses a range of issues related to the development of all aspects of the education system that need to be taken into consideration in the further conceptualization of professional education in our country.