Obrazovanje na dalјinu ili udalјavanje od obrazovanja - osvrt na školovanje u ruralnim područjima

Abstract

Usled epidemije virusa COVID-19 kao univerzalna mera za sve osnovne škole u Republici Srbiji usvojena je zamena redovne nastave u školama nastavom na dalјinu. Analiza relevantnih zvaničnih dokumenata i statističkih podataka u vezi sa radom škola u ruralnim područjima je imala za cilј razjašnjavanje društvenog konteksta koji je oblikovao rad ovih škola u vreme pandemije COVID-19. U radu se ukazuje na neophodnost prepoznavanja i uvažavanja posebnosti ove kategorije škola i učenika u strateškim dokumentima i konkretnim merama Ministarstva prosvete. Razlozi neadekvatne sistemske podrške vide se u karakteristikama društvenog konteksta koje su i u redovnim i u vanrednim okolnostima oblikovale dominantne obrazovne politike. Rezultati analize ukazuju na neophodnost napuštanja godinama dominantne orijentacije u zvaničnim obrazovnim politikama zasnovane na menadžerskim principima efikasnosti sistema i finansijske uštede koji su ograničili mogućnosti ostvarivanja ranije definisanih strateških cilјeva koji su se odnosili na unapređivanje rada i podizanje kvaliteta rada u školama u ruralnim područjima.

Due to the epidemic of the COVID-19 virus, as a universal model of work for all primary schools in the Republic of Serbia, the replacement of regular classes in schools with distance education was applied. The analysis of relevant official documents and statistics data related to the work of rural schools aimed to clarify the social context that shaped the work of these schools during the COVID-19 pandemic.The paper points out the necessity of recognizing and respecting the peculiarities of this category of schools and students in strategic documents and concrete measures of the Ministry of Education. The reasons for inadequate systemic support can be seen in the characteristics of the social context that have shaped the dominant educational policies in both regular and in circumstances of crisis. The results of the analysis indicate the need to abandon the dominant orientation in official educational policies based on managerial principles of system efficiency and financial savings that limited the possibilities of achieving previously defined strategic goals related to the improvement of work and raising the quality of work in rural schools.