Osnovni resursi u preduniverzitetskom obrazovanju u Srbiji:
Gespeichert in:
| Beteiligte Personen: | , , |
|---|---|
| Format: | Buch |
| Veröffentlicht: |
Beograd
Filozofski Fak., Univ.
2012
|
| Ausgabe: | 1. izd. |
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027483118&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027483118&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| Beschreibung: | In kyrill. Schr., serb. - Zsfassung in engl. Sprache Includes bibliographical references |
| Umfang: | 194 pages graph. Darst. 24 cm |
| ISBN: | 9788688803137 |
Internformat
MARC
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| 100 | 1 | |a Pešikan, Ana |d 1959- |e Verfasser |0 (DE-588)1056902000 |4 aut | |
| 245 | 1 | 0 | |a Osnovni resursi u preduniverzitetskom obrazovanju u Srbiji |c Ana Pešikan ; Ivan Ivić ; Ratko Jankov |
| 250 | |a 1. izd. | ||
| 264 | 1 | |a Beograd |b Filozofski Fak., Univ. |c 2012 | |
| 300 | |a 194 pages |b graph. Darst. |c 24 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a In kyrill. Schr., serb. - Zsfassung in engl. Sprache | ||
| 500 | |a Includes bibliographical references | ||
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Datensatz im Suchindex
| _version_ | 1819368547150725120 |
|---|---|
| adam_text | с
адржаЈ
7
I
Листа
скраћеница
и акронима
9
I
Разумевање
и
унапређивање образовања:
од
истраживања
високог квалитета
до практичних
искустава
(Ана Пешикан)
15
|
I.
МРЕЖА ВАСПИТНО-ОБРАЗОВНИХ
ИНСТИТУЦИЈА
У
СРБИЈИ
15
j
1.
Предшколско васпитање
и образование
(Ана Пешикан)
38
І
2.
Основно образоваше (Иван
Ивић)
76
|
3.
Средње
образование
(Ратко
Јанков)
98
¡
4.
Закључци
о мрежи васпитно-образовних
институција
у
Србији
(Иван
Ивић,
Ана
Пешикан, Ратко
Јанков)
101
|
II.
СПЕЦИФИЧНА
ПИТАЊА УНАПРЕТ>ИВАЊА
ПРЕДУНИВЕРЗИТЕТСКОГ
ОБРАЗОВАЊА
101
|
1.
Политика и мере
оптимализације
мреже
васпитно-образовних
институција
у
Србији
(Иван
Ивић)
113
|
2.
Анализа
стања
у области
управљања људским
ресурсима у
образовању
у
Србији
(Ратко
Јанков)
127
|
3.
Образовна статистика у
Србији: методолошки
проблеми
(Ана
Пешикан)
145
| Сажетак
160
|
Executive Summary
173
I
Литература
179
I
Захвалница
180
I
Списак
табела
и графикона
183
| При
лози
160
Executive
Summary
The following study is showing the results of the analysis of Serbian
pre-university level education institution network and human resources.
Every analysis is based on reliability and validity of data (which are used
in the analysis), so it was necessary to also include collecting and using
data in the education methodology analysis (education statistics). It is
important to emphasize that the analysis was based only on educational
aspect of the given problems (not financial or any others, although they
do have certain repercussions on them). These results, conclusions and
references that have been concluded based on them are very important
for the analysis of the crucial characteristics of education in Republic of
Serbia (efficiency, quality and equity), but they are even more relevant for
efficient leading of the education in the country. Besides Ministry of edu¬
cation and science
(MES)
this Report can be useful for other institutions
and persons. Potential users of these results could be local authorities in
the counties, various government and non-government organizations
and institutions in the field of education, researchers who are interested
in education, students who are working with educational issues or whose
future vocations are intersecting with educational aspect (pedagogy, psy¬
chology, political sciences, economy, sociology, gender studies, cultural
studies, social politics studies, management in education, educational
studies) and of course, teachers, from kindergarten to university level, to
who this analysis could give the bigger picture of the field they are work¬
ing in and interest them in further research of the problem or in creating
local educational projects.
Executive
Summary |
161
1.
Conclusions
1.1.
Conclusions on
the Methodology of
Education
Statistics
in Serbia
Even though, the analysis of the educational statistics is given in the
third part of the book, we will start the Summary with giving some basic
information about it. The main reason for this is to emphasize problems
with methodology of collecting, analyzing and using data about education¬
al institutions and, especially human resources in education in Serbia.
Keeping statistics is helping us to better understand and follow educa¬
tion and its functioning, to get signals in what state the system is and if
and in what way it needs interventions to provide accessibility, efficiency
and quality of the education. Thus, the statistics influences the possibility
of making valid conclusions and references for the educational policy.
Basic conclusion from the analysis of the educational statistics is:
methodology of collecting, analyzing and using data about pre-univer-
sity level education institutions and human resources in Serbia has a lot
of serious flaws and gives limited possibilities for concluding valid con¬
clusions.
General results about educational statistics in Serbia are these:
•
There are good prerequisites in Serbia for leading valid educational
statistics (long tradition of collecting, editing and analyzing statis¬
tical data, developed infrastructure, educated personnel, technical
support and legal regulative). For keeping educational statistics
there are two crucial systems, Republic Institute for the Statistics
base (with Devlnfo base) and the base of information system
MES,
so-called
EIS
(Education Information System) which has been
founded in
2002
with help of credit given by the World Bank.
•
Besides the prerequisite, there are unfortunately very serious sys¬
temic problems in keeping educational statistics: various problems
with the indicators (lack of some important indicators, undefined
parameter system, incompatibility with international educational
statistics); many problems with data that is collected (nonexistence
of certain data, incompatibility of sources, inefficient desegregation
of the data, insufficient statistical depth of data, because there are
only data on republic level or county level, lack of quality control of
collected data, lack of analysis of the collected data); there is inad¬
equate concluding from data and lack of updates of the system.
•
Relations between institutions in the field of educational statis¬
tics are not institutionally defined. It is not clearly divided the job
162
I The Basic Resources in Pre-University Education in Serbia
among various institutions that collect education data is not sepa¬
rated clearly.
•
Institutions for educational statistics in
RIS
and
MES
don t have
enough employees, and the ones they have are overloaded with
work.
•
The
EIS
system is not finished, and there are no mechanisms for
regular update of the base with reliable data.
•
Good educational statistics should provide constant information
about system functioning. The way things are now, because of
system problems, cannot be a good base for educational policy in
Serbia.
1.2.
Conclusions About the Network of Educational
Institutions in Serbia
The analysis of the available data about the network of educational
institutions in Serbia has been done in the book, and from those results
we have made all the possible conclusions, that were possible (because of
previously mentioned problems in educational statistics).
General conclusion is that the network of educational institution in
different level of education is differently developed:
•
Pre-
school institution network is not developed enough and it cant
meet the needs of the local communities, families and different
categories of children. Because of uneven geographical distribu¬
tion, existing network does not provide equal access to preschool
education for all children..
•
Elementary and middle school (primary school) institution net¬
work is developed enough, but it is not compatible with demo¬
graphic and other changes and there is urgent need for opti¬
mization of those institutions, with taking care of all relevant
characteristics in local communities.
•
High school (secondary school) institution network is well de¬
veloped by total capacities, but it is not compatible with needs in
whole country and needs of specific communities. Geographic
distribution of those institutions doesn t provide equal access of
certain types of schools to young people.
For better understanding, we will complement these general conclu¬
sions with specific conclusions about the condition of educational institu¬
tions in different levels of education.
Executive
Summary |
163
1.2.1.
The network of pre-school educational institutions (PEI)
•
There are not enough pre-school institutions in Serbia, especially
in the areas where the quality stimulation of development in the
early age is mostly needed. Lack of pre-school institutions and
their distance from the place where the children live, significantly
influence smaller enrolment of children in PEI in Serbia.
•
The amount of PEI in the last
20
years has been increasing con¬
stantly, but that is not enough for the real needs of the country.
The biggest increase was in Central Serbia, but that is at the same
time area that still has the highest needs for
PEL
•
There is a need for building new objects for PEI or providing ob¬
jects adjusted for the pre-school program realization.
•
Generally small amount of children attends PEI, and that number
decreases with the decrease of age. In undeveloped regions and
counties, the conditions for PEI are not provided, which implies
that not all the children are involved with pre-school program that
is required by law.
•
Existence of negative geographic distribution of PEI in Serbia: PEI
is concentrated in urban areas (cities) which creates problem for
realization of mandatory preparatory pre-school program (PPP).
This directly jeopardizes the access of these institutions to vulner¬
able groups of children, especially children from rural areas.
•
In the enrolment of the children in PEIs there are no gender based
differences, but there are other big differences: areas where chil¬
dren live (city/village), health conditions and ethnicity. This im¬
plies that these groups of children lack in quality education, which
further implies that there are some issues with equity and equality
in our educational system. The biggest problem is that we have the
smallest enrolment of those children who need stimulus in early
age the most.
•
To increase the coverage of children in PEI, existence of diversi¬
fied types of pre-school institutions/services with various flexible
and alternative types of programs which would meet the needs of
different categories of children is necessary.
•
Recommendations from national documents about expansion of
pre-school institutions and increase of enrolment of children in
PEI, which have been accepted by the Government, have not been
realized and in this pace they couldn t be realized.
164
I The Basic Resources in
Pre-
University Education in Serbia
1.2.2.
The network of elementary school institutions
•
General result is that Serbia has infrastructure for primary educa¬
tion: school space, educational institutions and teachers. Schools
that provide first
4
years of education are very well developed, in
every county there are enough schools that provide
8
year educa¬
tion and, if the problem of student transportation in certain coun¬
ties would be solved, the infrastructure for wide access would be
provided.
•
In the last half century institutions in the field of primary educa¬
tion have been developed, but there haven t been any changes in
optimization of those institutions, such as adjusting the institu¬
tions to the changes in the environment (demographic, economi¬
cal, social, cultural). Optimization of primary school institutions
is necessary, but it has to be an optimization that will guarantee
the rights to education to every social category and the one that
will be economically most rational.
•
Primary school institutions in Serbia have complex morphology:
different types of regular primary schools
(4
year, smallvillage
8
year schools, big city
8
year schools), different categories of classes
(multigrade, regular, classes in the languages of minorities), spe¬
cial primary schools, and schools for education of adults.
•
Because of the heterogeneous morphology it is impossible to have
unique system of measures about the institutions in general, be¬
cause the problems of certain categories of institutions are very
different.
•
Geographic distribution of those different categories of institu¬
tions is uneven, so the optimization measures should be brought
based on local specifications, and not based on republic average.
•
There are not enough primary schools for children with special
needs, but it is necessary for it to be reassessed because of initia¬
tion of inclusive education.
•
Primary schools for adults are in deficit and it should be thor¬
oughly reassessed, because of conception of wider activity of regu¬
lar school.
•
Corrective mechanisms are not developed enough: there are no
dormitories for primary school children, transportation of stu¬
dents is not organized adequately (there are no school buses).
•
There are two types of changes in institutions for primary educa¬
tion: spontaneous changes that happen trough the time (changes
Executive
Summary
( 165
that happen without any plan) and small changes made by planed
programs of Ministry of education.
•
the basic indicators (number of students per class and number of
students per teacher) show that Serbian primary school educa¬
tional institutions are at same point as most of European coun¬
tries; Serbia even has a little higher number of students in class
and students per teacher.
•
New suggestion of criteria for primary education institutions (De¬
cision about criteria for bringing acts about preschool educational
institutions and acts about primary education institutions MPS,
2010)
is a good measure, especially because it involves local char¬
acteristics.
1,2.3.
The network of high school educational institutions
(secondary school institutions)
•
Serbia has a potential to ensure secondary education to all contin¬
gent of young people with its existing infrastructure and number
of teachers. From formal side, the capacities of secondary school
institutions are higher than it is needed.
•
Because of migrations and huge changes in Serbia in past
20
years,
it is necessary to revise existing institutions in way of their posi¬
tion and profiles of education they have to offer in certain region.
In this part, local communities should have the significant role.
•
Our results show that significant spontaneous changes have al¬
ready occurred in secondary school institutions in past
10
years.
Based on the results, the main cause for this is the possibility of
employment, which once again emphasizes the need for coordi¬
nation between Serbian economic development and secondary
school education.
•
Geographic distribution of educational institutions (schools
and classes) is uneven, so the changes for optimization must be
brought strictly based on local characteristics. So the change of
current position of institutions is very vulnerable question that
should be solved rationally to provide wide access and equity of
secondary education to young people (both sex and from all re¬
gions of Serbia). Infrastructure and staff already exists, so rational
organization is the only thing that has to be done.
•
The basic indicators for secondary education institutions (number
of students per class and number of students per teacher) show
that condition in Serbia is same as in most European countries
(except that in Serbia there are less kids in High Schools).
166
I The Basic Resources in Pre-University Education in Serbia
•
In Serbia there are fewer kids in high schools
(gymnázium)
than
in secondary schools. This should be revised because of strategic
documents for increase of people with tertiary education (high
schools have most of people who continue their education). In¬
troducing of general final exams
-
matura,
as prerequisite for aca¬
demic studies will increase this problem.
•
The network of secondary educational institutions should repre¬
sent the needs of the local communities. Corrective mechanisms
(dormitories for students) are much more developed for this level
of education.
Implementation of inclusive education is the only way to meet the
needs of students with handicap or special needs. Secondary schooling of
Roma students is a big problem but very important because it gives them
chance for better social inclusion. The network of secondary schools with
shorter duration
(2-3
years) has to be widened, to give a better chance for
employment for these students.
1.3.
Conclusions About Employees in the Education
•
Even though the number of children in schools has decreased in
the past decade and the number of teachers has increased, we can t
say that there are too many employees in the field of education.
•
We don t have the exact number of teachers in education in Serbia,
because of the way statistics are kept.
•
In educational statistics in Serbia there are no desegregated data
about employees in education. Based on available data, we weren t
able to conclude anything about structure of the employees in the
education, nor were we able to conclude anything about rational¬
izing the personnel.
•
We don t have any data about teachers who are not permanently
working in secondary schools and that can provide extra problem
for creating and developing in-service teacher training and devel¬
oping the quality of secondary education.
•
Based on analysis of available data, the results show that the
number of teachers and number of students per teacher in Serbia
is same as in other European countries.
•
Data shows that Serbia doesn t have too many employees in the
education compared to all the employees in the country (it is com¬
patible with
OECD
average).
•
We don t have any data on employees in the education who are
working out of schoolsin the education. From one side, it can give
Executive
Summary |
167
the
impression
that there is some space for saving some money,
but in the reality there is a problem that has occurred with ration¬
alization of staff in education and on that level.
•
The main conclusion about human resources in the education
in Serbia is that it is necessary to keep desegregated data about
number of teachers and to calculate the full time equivalent. This
will enable us to discuss the number of employed teachers and to
decide about the changes in the structure of employees in the edu¬
cation.
2.
Suggestions for Educational Policy
2.1.
Suggestions for Improving the Quality of Educational
Statistics in Serbia
Based on the analysis of available data about the institutions and sys¬
tems for keeping the educational statistics
(ES) in
the country and conclu¬
sions we have made, the following suggestions could be given:
•
It is necessary to have better coordination between institutions that
are in charge for
ES in
Serbia. Coordinating the relations between
the institutions is necessary in keeping
ES, so
that the differences
in data from different sources could be brought into accord.
•
Relevant indicators that are missing from our
ES
must be included.
•
ES
should be updated more currently with the change of legal acts.
•
The
ES
has to follow the generations of children
-
cohort. Priority
in
ES
has the solving of systemic problems: lack of relevant data;
and problems with its quality, which implies the reliability of the
conclusions based on their analysis. This means that it should be
defined what education based data is covered, what indicators are
followed on national level. All indicators relevant for the education
in the country should be covered and they should be comparable
with the indicators from other countries. The quality of collected
data and its regular analysis should be provided.
•
Methodology of calculating and following the chosen indicators
must be compatible with international standards, especially with
UOE definitions and ways of keeping the indicators.
•
Faster coordination of our
ES
with Europeans is needed, especially
in the field of lifelong learning and adult education.
•
Keeping the
ES
should be coordinated with national document
„Ways of development in education in Serbia and sector strategies.
168
j
The Basic Resources in
Pre-
University Education in Serbia
•
All the data must be segregated, so the analysis about access, ef¬
ficiency and quality of education could be made.
•
The wrongful concluding should be avoided. Lack of the good
quality data and lack of segregated data could give a wrong picture
about the educational institution characteristics, which can further
imply wrongful concluding and wrong suggestions for educational
politicspolicy of the country.. In republic level, all the decisions
could be brought only by using valid and real characteristics of
schools, classes and personnel on local level.
•
It is necessary to increase the number of qualified people to keep
the
ES
in
RIS
and
MES.
•
It is necessary to solve problems of
EIS:
providing the data, their
regular update and control of their quality.
2.2.
Suggestions for Educational Policy About Educational
Institutions in Serbia
First part of the book refers to presentation and analysis of educa¬
tional institutions in Serbia. This part of the document talks about prob¬
lems of optimization of network of those institutions, and contains sug¬
gestions on educational policy for optimizing the school network that is
based on the analysis from the first part. For better understanding of the
suggestions it is important to emphasize that this study is based only on
educational aspects of optimization, that means defining things that have
to be done, and that will improve the right to education of children that
should be included in certain type of education. In that perspective, the
main problem of education is equity and quality of education- but only
those aspects of the quality that are directly connected with the character¬
istics of the educational institutions.
2.2.1.
General suggestions for educational policy on the school
network optimization
In this part the options for educational policy are defined in way
of optimization of educational institutions in Serbia. First, the number
of general suggestions referring to all levels of
pre-
university education
is given, then the suggestions specific for certain levels of education are
given. Based on all analysis and conclusions about the educational institu¬
tions we created following general suggestions of educational policy:
•
Educational policy in optimization of pre-university educational
institutions must be based on thorough analysis of the system con-
Executive
Summary |
169
dition,
educational needs of the society in the area, and it should
consider local characteristics as much as possible. Having some
steps taken based on national average, could make mistakes that
would have serious lifelong consequences for local area as well as
for Serbia as country.
•
Existing legal solutions in which general criteria is defined on re¬
public level, and local communities create concrete acts about op¬
timization of the institutions in their territories is completely in
coordination with previous suggestion.
•
Rationalization is usually confined only to closing schools that are
not financially rational. On the other side, optimization is coordi¬
nation between institutions and real factors. With optimization on
mind every community should get the most rational economical
solution.
•
Strategies of optimization. Optimization should use different type
of strategies like: cooperation of institutions and real factors, insti¬
tutions and needs of the community, creating inter-sector connec¬
tions between education and other sectors, conversion of educa¬
tional institutions to multifunctional centers, etc.
•
Optimization standards. General standards are well defined in the
material of the Ministry of Education. In our analysis those stand¬
ards are further precised and developed.
•
Optimization models. In the suggestions from this document
11
possible models have been defined. For every local community the
model that mostly corresponds with it should be found.
•
General optimization procedures. In the book the suggestions about
procedures that need to be taken are given.
2.2.2.
Suggestions for educational policy for optimization of school
network in certain levels of education
Pre-
school education
Based on analysis of the condition of pre-school education institu¬
tions the suggestion is that it is necessary to build and develop these in¬
stitutions so the needs of every local community could be satisfied, and
so the main goal of increase the number of children in the PEI (especially
children from vulnerable social groups) could be reached.
To realize the goals from MCR
(2006)
and to bring the condition of
education in Serbia closer to European standards, it would be necessary
to double current enrolment of children in the PEI in Serbia. That further
implies that the financial needs would be higher for PEI and that the new
170
I The Basic Resources in Pre-University Education in Serbia
strategy of PEI and diversified types of
pre-
school educational develop¬
ment would be needed.
Primary education (elementary and middle school)
The optimization of network of primary schools is needed. Optimiza¬
tion should contain following:
•
Institutions must meet educational needs of the society in the en¬
vironment and general developmental needs of that environment.
•
Optimization of small village schools that provide only
4
year edu¬
cation should be based on the concept of widening roles of the
school (school as a multifunctional center).
•
Schools that provide
4
year education, based on the analysis,
should stay as they are, and they shouldn t be financed per student
(per capita).
•
Primary schools for children with special needs should be kept
only for the categories of children that are absolutely necessary.
All other special schools should be restructured, based on the re¬
alization of the inclusive education policy; those schools should be
thoroughly changed.
•
Primary schools for adults should be closed, and their function
should be given to the regular primary schools (concept of widen¬
ing school roles) and with the concept of functional education of
the adults.
•
To implement the right of every child to obligatory primary edu¬
cation in every community, the school bus should be used where
ever it is possible.
Secondary education (secondary schools and high schools)
Suggestion for the secondary education institutions is that they need
thorough revision, so those institutions could cooperate with the econom¬
ic needs of specific areas as well as the whole country. Revision should
contain following:
•
Diversified school system should be kept
(4
year,
3
year schools
and craft schools)
•
All standards for the revision should be based on strategic devel¬
opmental documents for entire Serbia as well as for specific areas
and counties. That means the introduction of new profiles that are
required in the market and slow canceling of the ones that are no
needed any more.
Executive
Summary |
171
•
In all regions and communities the variety of educational profiles
should be increased, so the young people could practice their right
to secondary education.
•
In consistence with Serbian strategic developmental documents,
that predict the increase of the proportion of people with terti¬
ary education in the society, the coverage of high school education
(gymnasium) should be increased, because it is the main source
for the tertiary level education.
•
Student dormitories should be kept (as a standard that will increase
the equality and access in education) and developed if possible.
•
Student transport should be arranged with use of school buses, so
the access of different types of secondary education could be in¬
creased.
2.3.
Recommendations About Human Resources
in Pre-University Education
Pre-school education
At this moment, there is compatibility between the number of pre¬
school institutions and the number of the employees in them. If the rec¬
ommendation about expansion of PEI institutions is accepted, that will
enable the need for new employees. It is important to take care about cur¬
rent legal solution to pay the preschool teachers based on local standard
(which is different from other types of education), so every new expan¬
sion would imply full cooperation with local community.
Primary education
It is impossible to give any recommendations about human resourc¬
es, because it is inseparable from the process of optimization of primary
school network. Based on the optimized profile of the institutions rational
scheme about needed personnel should be made, but at the same time it
should be taken care of relevant local characteristics.
Secondary education
Collecting and presenting data about the employees in the education
creates the problem in getting clear picture of the system. It is also impor¬
tant for the recommendations that would lead to implementation of valid
educational policy:
•
It is important to mention that it is necessary in Serbian educa¬
tional statistics to start calculating the full time equivalent of the
172
j
The Basic Resources in Pre-University Education in Serbia
teacher and based on it the number of employees in the education
should be calculated.
•
It is necessary to start implementing the 40-hour week for teach¬
ers, where that is possible (space, organization)
•
After thorough revision of the secondary school network, which
will be coordinated with country economic needs as well as needs
of specific regions, it will be possible to make rationalization of the
employees in the education, taking care of new educational pro¬
files and new educational institutions.
|
| any_adam_object | 1 |
| author | Pešikan, Ana 1959- Ivić, Ivan 1935- Jankov, Ratko 1945- |
| author_GND | (DE-588)1056902000 (DE-588)1056902043 (DE-588)1056902108 |
| author_facet | Pešikan, Ana 1959- Ivić, Ivan 1935- Jankov, Ratko 1945- |
| author_role | aut aut aut |
| author_sort | Pešikan, Ana 1959- |
| author_variant | a p ap i i ii r j rj |
| building | Verbundindex |
| bvnumber | BV042041885 |
| ctrlnum | (OCoLC)890370691 (DE-599)BVBBV042041885 |
| edition | 1. izd. |
| format | Book |
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| geographic | Serbien (DE-588)4054598-2 gnd |
| geographic_facet | Serbien |
| id | DE-604.BV042041885 |
| illustrated | Illustrated |
| indexdate | 2024-12-20T17:00:45Z |
| institution | BVB |
| isbn | 9788688803137 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-027483118 |
| oclc_num | 890370691 |
| open_access_boolean | |
| owner | DE-12 |
| owner_facet | DE-12 |
| physical | 194 pages graph. Darst. 24 cm |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | Filozofski Fak., Univ. |
| record_format | marc |
| spellingShingle | Pešikan, Ana 1959- Ivić, Ivan 1935- Jankov, Ratko 1945- Osnovni resursi u preduniverzitetskom obrazovanju u Srbiji Education / Serbia Erziehung Humanvermögen (DE-588)4240300-5 gnd Bildungseinrichtung (DE-588)4145467-4 gnd Bildungsstatistik (DE-588)4006676-9 gnd Bildungspolitik (DE-588)4006667-8 gnd |
| subject_GND | (DE-588)4240300-5 (DE-588)4145467-4 (DE-588)4006676-9 (DE-588)4006667-8 (DE-588)4054598-2 |
| title | Osnovni resursi u preduniverzitetskom obrazovanju u Srbiji |
| title_auth | Osnovni resursi u preduniverzitetskom obrazovanju u Srbiji |
| title_exact_search | Osnovni resursi u preduniverzitetskom obrazovanju u Srbiji |
| title_full | Osnovni resursi u preduniverzitetskom obrazovanju u Srbiji Ana Pešikan ; Ivan Ivić ; Ratko Jankov |
| title_fullStr | Osnovni resursi u preduniverzitetskom obrazovanju u Srbiji Ana Pešikan ; Ivan Ivić ; Ratko Jankov |
| title_full_unstemmed | Osnovni resursi u preduniverzitetskom obrazovanju u Srbiji Ana Pešikan ; Ivan Ivić ; Ratko Jankov |
| title_short | Osnovni resursi u preduniverzitetskom obrazovanju u Srbiji |
| title_sort | osnovni resursi u preduniverzitetskom obrazovanju u srbiji |
| topic | Education / Serbia Erziehung Humanvermögen (DE-588)4240300-5 gnd Bildungseinrichtung (DE-588)4145467-4 gnd Bildungsstatistik (DE-588)4006676-9 gnd Bildungspolitik (DE-588)4006667-8 gnd |
| topic_facet | Education / Serbia Erziehung Humanvermögen Bildungseinrichtung Bildungsstatistik Bildungspolitik Serbien |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027483118&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027483118&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
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