School in a transitional society: The case of Serbia
Конференцијски прилог (Објављена верзија)
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This paper explores the possibilities, scope and limitations of modernization
of education in Serbia in the second decade of the XXI century. Together with
social and political changes that started in Serbia in the year 2000, considerable
changes were initiated in the area of education as well. Modernization of education
became one of the proclaimed goals of social development, and decentralization,
democratization and improvement of the quality of education were defined as the
basic directions for a school system reform. The experience with the specification,
implementation and duration of the planned changes reveals their direct dependence
on the changes that were taking place in the political government, as a result of
which some changes have been partially implemented, while others have been
postponed. The transitional society with a low level of socioeconomic development
and newly established democratic institutions views the reform of education as an
instrument of eco...nomic revival and progress and development of the civil society,
the stronghold of democracy. However, both the educational system and the society
as a whole are in a state of incomplete modernization, which is reflected in the
chronic social crisis and stagnation that has been going on for decades. This has
practically resulted in the retraditionalization of the dominant value system, whose
characteristic, among others, is resistance to change. The Serbian educational
system therefore finds itself in a paradoxical situation – what should change the
society must also be changed itself, while society itself resists the changes that
should be brought about by the modern school. The concluding part of the article
discusses some possible outcomes of modernization of education in conditions of
an absence of a supportive social context
Кључне речи:
education / modernization / traditionalism / serbiaИзвор:
Proceedings, Education between tradition and modernity - International Symposium Ohrid, 22-24 September, 2011, 2013, 88-99Издавач:
- Institute of Pedagogy
- University “Sv. Cyril and Methodius”
- Faculty of Philosophy
Финансирање / пројекти:
- Improving the Quality and Accessibility of Education in Modernization Processes in Serbia (No. 47008)
- Social Transformations in the European Integration Process: A Multidisciplinary Approach (No. 47010)
Институција/група
Psihologija / PsychologyTY - CONF AU - Maksić, Slavica AU - Pavlović, Zoran PY - 2013 UR - http://reff.f.bg.ac.rs/handle/123456789/5191 AB - This paper explores the possibilities, scope and limitations of modernization of education in Serbia in the second decade of the XXI century. Together with social and political changes that started in Serbia in the year 2000, considerable changes were initiated in the area of education as well. Modernization of education became one of the proclaimed goals of social development, and decentralization, democratization and improvement of the quality of education were defined as the basic directions for a school system reform. The experience with the specification, implementation and duration of the planned changes reveals their direct dependence on the changes that were taking place in the political government, as a result of which some changes have been partially implemented, while others have been postponed. The transitional society with a low level of socioeconomic development and newly established democratic institutions views the reform of education as an instrument of economic revival and progress and development of the civil society, the stronghold of democracy. However, both the educational system and the society as a whole are in a state of incomplete modernization, which is reflected in the chronic social crisis and stagnation that has been going on for decades. This has practically resulted in the retraditionalization of the dominant value system, whose characteristic, among others, is resistance to change. The Serbian educational system therefore finds itself in a paradoxical situation – what should change the society must also be changed itself, while society itself resists the changes that should be brought about by the modern school. The concluding part of the article discusses some possible outcomes of modernization of education in conditions of an absence of a supportive social context PB - Institute of Pedagogy PB - University “Sv. Cyril and Methodius” PB - Faculty of Philosophy C3 - Proceedings, Education between tradition and modernity - International Symposium Ohrid, 22-24 September, 2011 T1 - School in a transitional society: The case of Serbia EP - 99 SP - 88 UR - https://hdl.handle.net/21.15107/rcub_reff_5191 ER -
@conference{ author = "Maksić, Slavica and Pavlović, Zoran", year = "2013", abstract = "This paper explores the possibilities, scope and limitations of modernization of education in Serbia in the second decade of the XXI century. Together with social and political changes that started in Serbia in the year 2000, considerable changes were initiated in the area of education as well. Modernization of education became one of the proclaimed goals of social development, and decentralization, democratization and improvement of the quality of education were defined as the basic directions for a school system reform. The experience with the specification, implementation and duration of the planned changes reveals their direct dependence on the changes that were taking place in the political government, as a result of which some changes have been partially implemented, while others have been postponed. The transitional society with a low level of socioeconomic development and newly established democratic institutions views the reform of education as an instrument of economic revival and progress and development of the civil society, the stronghold of democracy. However, both the educational system and the society as a whole are in a state of incomplete modernization, which is reflected in the chronic social crisis and stagnation that has been going on for decades. This has practically resulted in the retraditionalization of the dominant value system, whose characteristic, among others, is resistance to change. The Serbian educational system therefore finds itself in a paradoxical situation – what should change the society must also be changed itself, while society itself resists the changes that should be brought about by the modern school. The concluding part of the article discusses some possible outcomes of modernization of education in conditions of an absence of a supportive social context", publisher = "Institute of Pedagogy, University “Sv. Cyril and Methodius”, Faculty of Philosophy", journal = "Proceedings, Education between tradition and modernity - International Symposium Ohrid, 22-24 September, 2011", title = "School in a transitional society: The case of Serbia", pages = "99-88", url = "https://hdl.handle.net/21.15107/rcub_reff_5191" }
Maksić, S.,& Pavlović, Z.. (2013). School in a transitional society: The case of Serbia. in Proceedings, Education between tradition and modernity - International Symposium Ohrid, 22-24 September, 2011 Institute of Pedagogy., 88-99. https://hdl.handle.net/21.15107/rcub_reff_5191
Maksić S, Pavlović Z. School in a transitional society: The case of Serbia. in Proceedings, Education between tradition and modernity - International Symposium Ohrid, 22-24 September, 2011. 2013;:88-99. https://hdl.handle.net/21.15107/rcub_reff_5191 .
Maksić, Slavica, Pavlović, Zoran, "School in a transitional society: The case of Serbia" in Proceedings, Education between tradition and modernity - International Symposium Ohrid, 22-24 September, 2011 (2013):88-99, https://hdl.handle.net/21.15107/rcub_reff_5191 .