Education 2023

EDUCATION

EXPLORING THE FUTURE OF ACADEMIA

04 Branko Ružić, Serbian Minister of Education

WE’RE AWAITED BY MAJOR INVESTMENTS IN HIGHER EDUCATION

08 Professor Vladan Đokić Ph.D, Rector of the University of Belgrade STRIVING FOR EXCELLENCE

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Authored by Dr Jimena Zalba, ISB Primary School Principal LEARNERS AS LEADERS

16 Gareth Evans, Head of the BIS Primary School

CHILDREN LEARN THROUGH EXPLORATION

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Vladimir Popović Ph.D., Dean of the University of Belgrade Faculty of Mechanical Engineering THIS IS THE AGE OF ENGINEERING

17 Jarrod Gaines, Head of the BIS Secondary School

THE STUDENT VOICE IS VERY IMPORTANT TO BIS

18 Chartwell International School WHERE STUDENTS THRIVE

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Olivera Gvozdenov, Director, Ernst Klett Präsenzlernen Osteuropa

GmbH – Belgrade Branch

OUR FIRST 5 YEARS!

24 Goran Janković, CEO at Inmold SECURING A BETTER FUTURE FOR YOUNGSTERS

26 Magdalena Jugović, co-founder of KUB

LEARN THE LANGUAGE AND GET TO KNOW THE COUNTRY

22 Mina Lepšanović, English & French Neurolanguage Coach® LIBERATING LANGUAGE LEARNING

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CIKLOTRON 1.0 - WHEN KNOWLEDGE MEETS ABILITY

23 Rajka Šinik Vulić, Director, RBS MBA COMPETITIVE SKILLS FOR A CHANGING WORLD

28 Education in Finland EDUCATION FOR THE FUTURE

We'reAwaitedByMajor Investments In Higher Education

Serbia’s educational process is under constant modernisation, which is testified to by the series of reforms that are being implemented by the Ministry of Education with the intention of providing school pupils and university students with high-quality educational content that’s aligned with the needs of the labour market. At the same time, this education is inclusive, as evidenced by the increasing participation of children from vulnerable groups in the educational process, says Serbian Education Minister Branko Ružić.

There are 850,000 people in Serbia who haven’t completed primary school, while

every fifth citizen lacks a high school diploma. In a situation that sees Serbia increasingly lacking a trained workforce, how can these people be included in the educational process, and subsequently in the labour market?

There is an existing system of schools, institutions, including more than 450 of them nationwide across Serbia, where adults can also be educated and can, through lifelong learning, acquire the competencies and qualifications required for their personal and professional development, work and employment.

People aged over 17 can complete primary and secondary school in accordance with special programmes for adults, with a range of pro-

grammes available for additional qualification and retraining, and no costs are applicable for those acquiring primary education and their first profession. Considering how important it is for any adult completing primary school to also acquire some qualification and skill, a new programme has been introduced that enables people aged over 15 to complete primary school over the course of three years and to also, in parallel with their completion of the third cycle (7th and 8th grade), attend a training programme for an occupational profile required by the labour market.

A novelty was introduced as of 2021 with the establishing of a system that recognises previous learning. Through this procedure, knowledge and skills that have been acquired through various training courses, life experience and work practise are recognised, evaluated and acknowledged, with the issuance of either a confirmation notice showing the acquired competences or a certificate confirming the qualification acquired. During the 2019 to 2021 period, almost 36,000 mature students traversed the adult education system, completing primary or secondary school and obtaining a qualification. Given that the adult education system is advancing and new opportunities are being created for lifelong learning, I believe the statistics from the latest census will also highlight these positive trends.

The educational process fully adheres to the requirements set before it by the process of transforming Serbian society into a modern society with a knowledge-based economy

INVESTMENT TRANSPARENCY SUCCESS

We are awaited by significant investments in higher education infrastructure the likes of which haven’t been seen in the last 30 years

To what extent do educational programmes in secondary and higher education converge with other public policies, such as the Smart Specialisation Strategy Serbia?

In the process of transforming Serbia into a modern society with a knowledge-based economy, it is essential to incentivise the development of innovations within the scope of innovative private companies and other organisations, but it is also equally important to enable the acquiring of the required entrepreneurial knowledge and skills within our education system and to enable them to be valued on the market through innovative products and services that are competitive on the world market and produced in Serbia.

Serbian education is oriented towards innovation and entrepreneurship, preparing future labour market participants to engage in modern business flows and continue activities launched through science and technology parks or innovative startups, as well as equipping them to successfully utilise state and international funds intended to develop the knowledge-based economy. As an example, for 2020 and 2021, we allocated 20 million dinars for the financing of 41 projects aimed at improving and developing the curriculum at higher education institutions with a focus on developing entrepreneurial skills and improving cooperation with the economy.

The Unified Education Information System (JISP) was established recently. How will the Ministry use the available data to make further improvements to the education process and monitor the outcomes of educating pupils?

When it comes to education, the Unified Education Information System represents the foundations of the modernisation of management. It enables decision-making on the basis of relevant information, the rationalisation of funding and the reducing of the administrative burden for all personnel

Introducing the Unified Education Information System will make it simple to search data related to the education system

employed in the education and training system. This system also enables transparency. One example is the Open Data Portal, which is actually a “showcase” for the Unified Education Information System. Thanks to this portal, every citizen, researcher, journalist, or anyone else, will be able to search data simply and glean statistics related to the education system. On the other side, parents will be able to access information about schools individually – about the languages studied and educational profiles offered, which will mean a lot to them when it comes to making those important life decisions

In the last ten years, for the first time, we’ve seen the inclusion of children aged up to three in preschool and primary education, by approximately 34 per cent

functional knowledge, which shows what the pupil will be capable of doing, undertaking, performing and accomplishing thanks to the knowledge, attitudes and skills they’ve built up and developed during their studies on a specific subject.

It is too early to talk about results and effects at this juncture, but analysis will certainly be conducted and the programme will be further harmonised with new requirements and standards, because education isn’t an isolated island and, as such, is dependent on broader social changes and requirements.

To what extent are children aged up to three included in preschool education programmes? How much has Serbia progressed in this area?

like enrolment in primary and secondary schools. It is important to emphasise that this system does not track pupils individually, i.e., nobody accessing this system will be able to see data related to any individual pupil/ student. This system offers summarised data and statistics at the system level, as well as basic information about schools and what they offer.

The comprehensive reform of the curricula in primary school grades began in 2017 and concluded at the end of the 2021/2022 academic year. What are the key results of that reform?

The comprehensive reform of curricula in primary school grades began in 2017 with the introduction of new compulsory subjects. It firstly introduced a new teaching concept for programmes oriented towards the learning process and outcomes, i.e., towards pupils’

Measures and activities carried out in previous years resulted in us having, for the first time, in the last ten years, the inclusion of children aged up to three in preschool and primary education, by approximately 34 per cent. Our strategic objective is for this percentage to be even higher. That’s why we currently have major infrastructure investments in the construction and extension of nursery schools across the whole of Serbia, with which we are – with the support of the World Bank – securing an additional 11,000 places for youngsters.

How inclusive is education in Serbia if we measure that, for example, on the basis of results in the area of support for the early education of Roma children and access to primary and secondary education?

The Serbian education system is inclusive in all segments. There is a constant increase in the number of pupils exercising their right to an individual education plan that is unique for each of the 17,000 pupils currently enrolled in primary schools. There is also growing inclusion of pupils with developmental and physical disabilities in secondary schools, where they acquire skills that qualify them

Serbian education is oriented towards innovation and entrepreneurship, and will equip future labour market participants to readily await the demands placed before them by the knowledge-based economy

Branko Ružić, Serbian Minister of Education

for the labour market. There is also an increased number of personal assistants, with this service being utilised by over 1,800 children with developmental and physical disabilities, while pupils are also supported by 260 teaching assistants in schools. Free and adapted textbooks are provided each academic year for primary school pupils belonging to vulnerable groups.

Significant progress has also been achieved in terms of supporting the schooling of Roma children through the securing of scholarships, affirmative action measures for enrolment in secondary school and advanced support for pupils transitioning from primary to secondary education, as well as mentoring support. Approximately 85 per cent of Roma children today enrol in primary school, while 80 per cent of them attend the preparatory preschool programme, which marks a 15 per cent increase. The rate at which Roma pupils transition to secondary school stands at 52.6%, while 61 per cent of them completed secondary education, which is an increase of 20 per cent.

Preventing children from dropping out of school remains one of the Ministry of Education’s priorities, as well as recognising children who are potentially at risk of dropping out of the education system, with the aim of providing timely and adequate support to children and their families.

Considering the economic growth slowdown and reduced budget revenues, will it be possible to implement the investments envisaged in higher education at the same pace as before?

It is important to maintain synergy between the state and university in order to together improve the system, preserve the quality of education and make it available to every citizen. Due to this strategic commitment, we have ahead of us significant investments in higher education infrastructure. Some university colleges – like the Faculty of Music, Faculty of Geography and Faculty of Security Studies –will have their own buildings for the first time. We will also invest in expanding the capacity of student dormitories and improving their conditions. The plan is to expand the capacities of student centres in Belgrade and Niš by an additional 1,400 places. This will be an investment in university infrastructure the

likes of which haven’t been seen in the last 30 years. The funding for these investments has already been secured. It is our task to prepare these projects for implementation, secure

higher education. The education system’s diversity is most evident at the level of secondary education, where a large number of different courses are already available at

Preventing children from dropping out of school remains one of the Ministry of Education’s priorities, as well as recognising children potentially at risk of dropping out of the education system

project design and technical documentation, resolve property rights relations, acquire all permits and ensure implementation unfolds without problems.

The International Baccalaureate Diploma Programme was introduced two years ago and is being implemented by three gymnasium high schools in Serbia. Given the existing interest among pupils, do you intend to expand the number of schools where it’s possible to earn a diploma in this way?

Another characteristic of the Serbian education system is its diversity and variety, i.e., the options and opportunities available to pupils/students when it comes to education for future professions or further/

the high school education level. Alongside traditional general, social and mathematical courses, our gymnasium high schools also offer bilingual teaching in Serbian and another five foreign languages, while there are also specialised gymnasium high schools and departments for gifted youngsters who are interested in eight fields – from mathematics, biology, chemistry and linguistics to IT. The International Baccalaureate Diploma Programme was introduced to Serbia two years ago and is implemented at three gymnasium high schools. It is specific, conducted in English, and enables our children to complete a programme that provides a diploma recognised by the world’s most prestigious universities. Our pupils, at all three of these schools, took the diploma exam last year, together with their peers from other countries. They all passed and achieved results that exceed the world average, while all of them – with the exception of one student – continued their schooling in Serbia. The Ministry monitors interest among pupils who apply for these departments and take the entrance exam, and the number of departments is currently sufficient.

Striving For Excellence

The demand for experts who are highly qualified and socially engaged is increasing in accordance with the numerous global challenges confronting society as a whole. That’s why the University of Belgrade is expected to be an active, creative and impartial visionary

Given that the University of Belgrade is preparing to celebrate its 215th anniversary, our aim in this interview with Professor Vladan Đokić Ph.D., Rector of the University of Belgrade, was to shed light on successes, changes and plans for the University’s further development.

The University of Belgrade was once again represented on the prestigious Shanghai Ranking list, The Academic Ranking of World Universities, last year. How difficult is it to maintain such a high position today?

Universities have to strive constantly to raise their reputation and status. World ranking positions are certainly one of the most important

indicators of that status, but not the only one. There are various charts around the world that rank universities. The Shanghai Ranking somehow imposed itself as the most visible, which is why many also consider it the most important. On that list, the University of Belgrade is currently ranked in the top 400-500 places, which is a better result than last year. I would like to emphasise that the indicators that form the basis of this chart are extremely unfavourable for the University of Belgrade, and that possibilities for us to influence it are very limited. That ranking is formed on the basis of six categories, two of which (number of Nobel laureates and winners of the Fields Medal among the University’s alumni or faculty members) are completely beyond our

reach. Under such circumstances, and also taking into account the dynamic development of the performances of higher education institutions in the most economically developed countries, the position of the University of Belgrade is relatively stable, despite the less favourable conditions for conducting scientific research activities. With the aim of maintaining and improving the position of the University of Belgrade in the Shanghai Ranking, it is essential for there to be greater and more systematic investment, but there is also a need to improve specific fields like the development and strengthening of the alumni network, encouraging international collaborations, establishing postdoctoral positions, establishing joint master’s programmes and

Professor Vladan Đokić Ph.D., Rector of the University of Belgrade

JUBILEE PARTNERSHIPS PRINCIPLES

We are commemorating a major anniversary… We are preparing a monograph, a documentary film, exhibitions, working and celebratory gatherings with which we’ll mark the most important events in the University’s history

increasing the number of scientific projects. In order to influence an increase in the number of papers published in leading international journals and increased citations of researchers, it is necessary to provide those who contribute the most with certain benefits: financial, academic and media-based.

In the University’s 215-year history, what would highlight as the greatest successes when it comes to the position of the University of Belgrade on the map of world universities?

There are many of them; almost a day doesn’t go by without us publishing news about some new one, but they mustn’t cause us to relax. The future development of the University of Belgrade faces numerous challenges. Higher education plays a unique role in creating a sustainable framework for modern society. The demand for experts who are highly qualified and socially engaged is increasing in accordance with the numerous global challenges confronting society as a whole. That’s why the University of Belgrade is expected to look to the future and to be an active, creative and impartial visionary, to advance its role as a pioneer of knowledge-based initiatives; to continue advocating for the continuous incentivising of academic independence, to provide an environment of equal opportunities and fair treatment for everyone, regardless of vocation, age, ethnicity and gender.

Which moments in history would you single out as having shaped the University’s current structure, standards and scope?

This is a major anniversary, and we have something to celebrate. To commemorate the 215th anniversary of the founding of the University of Belgrade, we are preparing a series of activities aimed at creating a permanent record of the role of its members and individuals in the academic community and society. In respecting the role, but also the importance of the institution we repre-

Over the previous year, the University developed and strengthened numerous strategic partnerships with renowned universities and institutions, both in European and Asian countries

sent, we decided to mark the anniversary by compiling a lasting record of its history of success, changes and constant growth. We are preparing a monograph, a documentary film, exhibitions, working and celebratory gatherings. Through these projects, we will compile a selection of those moments that created and shaped the University, and you’ll see everything this coming September.

We are bearing witness to the fact that, following a great wave of exceptional specialisation, interest in multidisciplinary approaches and multidisciplinary study programmes is today on the rise. How does our University, together with its members, adapt to these trends?

The University of Belgrade is working on a Platform linked to the legal, academic and material aspects of financing higher education institutions, which should serve as a preliminary document for discussions with representatives of the Government of Serbia on a model that would secure stable and adequate financing

The University of Belgrade will in future continue advocating for the continuous incentivising of academic independence and the creating of an environment of equal opportunities and fair treatment for everyone

conducting of scientific research work. In the context of defining public interest and actions carried out beyond the framework of the University, it is important to highlight the constituting of the Environmental Protection Committee of the University of Belgrade, which has the role of indicating the importance of environmental protection and improvement from a professional perspective.

Alongside the exceptionally high standard of the educational process, which is testified to by the number of current and graduate students at various levels of study, our University is also recognisable for its outstanding results in scientific research work, intensive cooperation with business and the leading domestic and international institutions. Likewise, the special importance of the development of faculties and institutes is reflected in the creating of new opportunities for students aimed at building the capacities of young researchers and staff, i.e., enabling students at all levels to get acquainted and receive training in the

Digitalisation has long since become a process that encompasses all parts of society. How do these processes impact the functioning of the University in an organisational and educational sense? Digitalisation proved crucial during the period of the pandemic. After more than two years, classes were relaunched in practise rooms and amphitheatres at full capacity. Prior to the outbreak of the pandemic, the majority of teachers and students had no experience of remote learning, nor with different pedagogical approaches to this method of teaching. Although the University of Belgrade positioned itself very well in the new conditions, thanks to its previous experience and efforts in the implementation of the digitalisation process, I would emphasise the fact that the results of exams and the passing rate of the last school year, which was conducted completely in accordance with the combined model of teaching, didn’t differ much compared to previous years. My opinion is that the lack of in-person teaching will not have an impact on students’ knowledge, considering that their potential to acquire knowledge is huge and they are adaptable to specific contemporary circumstances. What concerns me is the social aspect of their two-year absence from the classroom, the consequences of which we will only be able to see after a certain amount of time has passed.

How well equipped are our faculties today and can they provide students with knowledge in some of the areas that are developing rapidly, such as the faculties gathered at the future BIO4 campus?

The key lies in stable and adequate financing. The University of Belgrade is working on a Platform linked to the legal, academic and material aspects of financing higher education institutions, which should serve as a preliminary document for discussions with representatives of the Government of Serbia, in order to devise a comprehensive solution for financing higher education. I hope that the state will have understanding and that in the next two years, as partners, we will find an adequate financing model that will be applicable consistently.

This year marks the culmination of the first experimental cycle of the work of Circle U, the European University Alliance. How are the University of Belgrade’s experiences of this initiative?

On the partnership, dialogue and networking front, the University has developed and strengthened numerous strategic partnerships with reputable universities and institutions over the previous year. Belgrade hosted the Rector’s Forum of Southeast Europe and the Western Balkans, which brought together rectors from 23 of the region’s universities. A partnership agreement was signed at Prague’s Charles University between the League of European Research Universities (LERU) and the seven Central European universities, CE7, of which the University of Belgrade is a member. This agreement aims to enable support for common interests at the national and European level. Within the European framework, an application is being prepared for a new call to the European Commission under the scope of the Circle U alliance programme, which was formed in the context of the Initiative of European Universities and the Development of European Interuniversity Campuses that’s being implemented by the European Commission. This alliance connects nine European universities that work together to encourage new models of university cooperation and partnership, and to address priority topics and challenges like climate change, democracy and public health. This cooperation is extremely important and useful to us, but a series of additional cooperation agreements have been signed over the previous year with several Asian universities, which form the

a series of tangible proposals, solutions and decisions, we work continuously on retaining the best at the University of Belgrade or, which isn’t so rare, repatriating those who’ve left. The process is long, just as the problem emerged over multiple decades

basis to provide opportunities for new dimensions of intercultural cooperation. This all demonstrates the interest among numerous partners in cooperating with our University, as a dignified institution.

The latest census also showed us that the Serbian population is getting older and the major brain drain is persisting. To what extent do you, at the University, feel the ramifications of these two trends when it comes to new generations of students and staff renewal?

The University is perhaps the national institution where the brain drain is felt the most. Through a series of tangible proposals, solutions and decisions, we work continuously on retaining the best at the University of Belgrade or, which isn’t so rare,

repatriating those who’ve left. The process is long, just as the problem emerged over multiple decades. And that’s why no one, including the University, is able to offer an instant solution. Instead, I will offer my own example. After completing my studies at the University of Belgrade, Faculty of Architecture (1988), I earned my master’s at the University of Southern California, School of Architecture, in Los Angeles (1991). And despite receiving multiple offers for further study and employment beyond the borders of Serbia, I decided to return to Belgrade. And I know that I wasn’t wrong to do so.

A potential increase in the number of highly cited researchers could be made possible by creating positions intended for returnees from abroad, by considering opportunities to engage guest professors, as well as by focusing on areas in which there are chances to achieve the best results. In accordance with that, it could be possible to increase the number of papers published in journals that are indexed in relevant databases by employing more researchers and associates, and by amending the regulations governing the minimum requirements to obtain the title of teacher, in order to optimally combine the differential and cumulative requirements for the number of published papers during the elective period. These could be the first tangible steps.

Through

Professor Vladan Đokić Ph.D., Rector of the University of Belgrade

This Is The AgeOfEngineering

One of the country’s most important higher education institutions celebrates its 75th anniversary this year. And it awaits its October birthday with two major national accolades: the Saint Sava Award and the Sretenje Order, which oblige this faculty to continue advancing

Regardless of its major achievements of the past, the University of Belgrade Faculty of Mechanical Engineering works constantly to improve its existing study programmes, but also to develop new ones. It thus comes as no surprise that it ranks at the very top of all faculties in Serbia, in terms of the percentage of graduates who gain employment and the quality of those jobs.

Although mechanics and machine science have been studied at the University of Belgrade for 150 years, the Faculty of Mechanical Engineering celebrates only its 75th anniversary this October. What kind of results and plans do you have as you await your college’s birthday?

I would firstly like to thank you for your interest in the activities and development of the University of Belgrade Faculty of Mechanical Engineering. We are proud of our tradition and past results, but that’s precisely why, in this year of great jubilees, we must be up to the task in all segments of our work. This is also the first year in the work of the new management team, so it’s normal for new energy to have appeared. The previous year was marked by exceptional interest in enrolling in all of our faculty’s study programmes among students, the continuation of our student teams’ excellent results, particu-

larly the Beoavia team, the continuation of the building of the new identity of the faculty and increased activity on international projects. However, we should always bear in mind that, in a house with a great tradition, nothing either starts or ends with us and that we’re all just

which include a good policy of the state. That increased interest has contributed to raising the quality of newly enrolled students, so the average secondary school grade of our freshmen this year is 4.41, while about 60% of our new students are graduates of gymnasium high schools. We work constantly to improve existing study programmes, but also to develop new ones.

one stage in the development and building of the reputation of our house: the University of Belgrade Faculty of Mechanical Engineering.

Numerous investments in Serbia have led to increased demand for places at your faculty, but these investments aren’t the only reason. Haven’t you also personally contributed a lot to that? Have you changed and adapted to new technologies? Which study programmes are currently in highest demand at the undergraduate level, and which are the most popular at the postgraduate level? Work on this has been continuing for years, but we’ve also been favoured by the circumstances,

We do adapt to the market, but we adapt even more to the development of new technologies. We have just two study programmes at the undergraduate level: Mechanical Engineering (total of 620 places) and Information Technology in Mechanical Engineering (60 places). We have greater interest in this second study programme, calculated on the basis of the number of registered candidates per budgeted place, but the number of places is also small (20). When it comes to the popularity of our study modules (master’s studies), the largest number of students traditionally enroll to study thermal engineering, production engineering, which also includes artificial intelligence, robotics, intelligent technological systems, process engineering, industrial engineering, automated control etc.

Students used to have to beg professors to help them find a job, while today both foreign

Vladimir Popović Ph.D., Dean of the University of Belgrade Faculty of Mechanical Engineering

We have outstanding cooperation with all international and local companies operating in our country

and domestic companies approach you with offers of employment for students. That didn’t happen… Was a lot of work done to create that situation?

The main contribution to this was the increase in the offer of high-quality jobs for engineers, as well as continuous increases in earnings, particularly over the last five years. A large number of high-tech companies have established their own development centres in our country, which is crucial to future development. It’s very rare that we receive requests to help one of our students find employment. We have outstanding cooperation with all international and local companies operating in our country, including those which at first glance seem to have little to do with traditional mechanical engineering. This is something we work on constantly, as nothing comes by itself. We rank at the very top of all faculties in the Republic of Serbia, when one includes in the criteria the percentage of graduates who gain employment and the quality of those jobs.

Dual education was introduced to the higher education system recently. Could you tell us about its specificities, its positive sides, and how this education model has proven itself to date?

Every new model has its own advantages and disadvantages, and the dual education model is no exception, which is why it is necessary for a certain amount of application time to pass before one can make final conclusions. Although we do support the inclusion of dual education in the higher education system, we have yet to accredit the study programme in accordance with that system, but we are working intensively with several major companies (ZF, Bosch, Brose) on its development for master’s studies. A specificity is that high-quality teaching must be provided at the university, but in parallel also at companies, as well as interest in a single study programme among a higher number of companies. Students are thereby provided with a wider choice of future jobs.

You recently added the Saint Sava Award and the Sretenje Order to your already rich collection of accolades. You have received a great honour, but one that also brings with it great responsibility to continue on the same path and be even better?

That’s right, receiving two such high awards from one’s country is a great honour, but also a great obligation. I consider that we deserved it due to our work over previous decades, but we are also tasked with progressing further. That’s because this is the only way we can be, as our motto says, “A step ahead of everyone”. Regardless of the great achievements of

the past and a proud tradition, regardless of the countless excellent generations and renowned professors who’ve spread its name around the world, the Faculty of Mechanical Engineering still can, and must, progress. I also believe that today it has new energy, knowledge and enthusiasm to improve many segments of work, in order for our faculty to remain a cornerstone of education and science in the future.

Many secondary school pupils are currently in the process of choosing what to study. Do you have any advice for all of them, especially those considering enrolling in the Faculty of Mechanical Engineering?

The time in which we live is the time of engineering, and that is a fact that’s in our favour. Our generation of professors and this administration are taked with utilisng all these opportunities in the right way. I can say to our future students that enrolling in the Faculty of Mechanical Engineering is the right choice. They will thus enroll in a faculty that will teach them how to think, but that will also provide them with a secure job and good earnings, but also a job in their home country. An extremely small percentage of our graduates have left Serbia over the last few years, which is important for the faculty, but even more important for our country. I believe this is real collateral for the future.

Authored by Dr Jimena Zalba, ISB Primary School Principal

Learners As Leaders

learn, how they learn, and why they learn something, students are able to develop skills connected to leadership.

At the International School of Belgrade (ISB), we believe that every student has the capacity to lead. Rooted in this belief, we create conditions and intentionally design learning experiences that nurture, support and promote student leadership.

Student leadership refers to the ability of students to lead and influence others, as well as managing their own personal development and growth. This can include taking on roles and responsibilities in their schools, engaging in community service and developing such qualities as communication, collaboration and critical thinking skills. Impactful student leaders are able to inspire and motivate their peers, and create positive change in their schools and communities. At ISB, we are deeply committed to equipping our students with the skills to be compassionate and competent leaders, and to providing them with multiple relevant and age appropriate opportunities to exercise leadership.

ISB offers three of the International Baccalaureate (IB) programmes and central

to these curriculum frameworks are student agency, approaches to learning and a focus on action. These three key components of the IB programmes guide our school in designing experiences for our learners to develop their leadership capacity.

Student agency refers to the ability of students to play an active role in their own learning and development. This involves giving students a voice in the learning process and providing opportunities for them to make choices, set goals, and take responsibility for their own learning outcomes. Student agency helps students become more self-directed and motivated learners, and also promotes a sense of ownership and engagement in their education. By having a say in what they

The ‘Approaches to Learning’, representing a central component of the IB Programmes, provides a structure for ISB’s students to actively develop and practise thinking, research, communication, social skills and self-management skills. These skills are all central to leadership. Through these Approaches to Learning, our students identify and foster healthy relationships, an understanding of shared responsibility, and the ability to collaborate effectively. Connected to these 21st century skills, students regularly engage in learning that is intentionally designed to help them grow in their ability to make informed, reasoned, ethical judgements. Furthermore, our students have opportunities to exercise the flexibility, perseverance and confidence they need to bring about positive change in the wider community and beyond. Hence, the IB Approaches to Learning represent 21st century skills that enable, support and promote our learners’ leadership competency.

At ISB, we also promote student leadership by providing our learners with multiple opportunities to take action. By taking action, ISB learners become responsible and successful changemakers who engage actively with complex real-world issues that they encounter in their school, their community or the world at large. Student-led action projects involve learners considering multiple perspectives, taking informed risks, reflecting on their own learning and experiences, and acting in ways that contribute to their communities. These learning experiences allow our students to explore ideas, pose questions and develop solutions that may have an impact beyond themselves. Our world needs young people to exercise leadership that will make our world a better and more peaceful place.

The International School of Belgrade is deeply committed to engaging, inspiring and equipping every student with the skills, knowledge and attitudes required to be leaders who make a difference today and will impact their own future, and that of the world, positively

Impactful student leaders are able to inspire and motivate their peers, and create positive change in their schools and communities

Children Learn ThroughExploration

The British International School teaches pupils from the ages of three to 18, with a teaching approach based on three concepts: children develop best when they are happy, when they feel safe, and when they are confident

enrolment, as we have an excellent English as an Additional Language team. We do ask for support and motivation from the child and their family in order to promote their language development.

You base your teaching approach on three concepts: children develop best when they are happy, when they feel safe and when they are confident. Do your children really learn through exploration, play and practical activities? Yes, children learn best when they are

international context. For example, when studying the Romans, children will learn about this era of Serbian history and much is the same for other subjects. Our three core subjects are English, maths and science, and these are supplemented by the foundation subjects of history, geography, art, design technology and personal and social education. Modern foreign languages, of which children have a choice, physical education and music are taught by specialist teachers. All other subjects are taught by the child’s class teacher.

If parents are looking for the very best education for their child, then they should seriously consider British education - says Gareth Evans, before revealing all the advantages of an education at Belgrade’s British International School.

When do pupils start nursery school; when do they enter primary school and when do they move on to the secondary school? Is it essential for the child to speak English fluently?

Children can start school in the term when they turn three and are independent in their basic needs. The first two years of school are known as the Foundation Stage. Children enter the first year of primary education in the year they turn six. The final year of primary education is the year they turn 11. It is not essential for the child to speak English fluently upon

We follow the National Curriculum for England and adapt it to our Serbian and international context

happy and motivated to come to school, and this is proven by much research. At the British International School, we place a great emphasis on children’s happiness and wellbeing, and ensuring that they feel part of the family. We believe and understand that children learn in a variety of ways – visually, kinaesthetically and auditory – and we use these approaches in our teaching methodology.

You work in small groups, but do the subjects learnt by your primary school pupils differ from those taught in Serbian primary schools?

We follow the National Curriculum for England and adapt it to our Serbian and

The enrolment of first-year pupils will start soon in Serbia. What would you say to parents who don’t want their child to attend a state primary school? Why should they consider enrolling in the British International School?

If parents are looking for the best education for their child, then they should seriously consider British education. Providing children with not only knowledge, the British International School equips children with understanding and skills that they can use in later life. Class sizes are smaller, usually around sixteen, enabling the teacher and teaching assistant to develop closer relationships with the children and to know their learning style much more deeply. This is augmented with a programme of extracurricular clubs and trips and visits, which complement the taught curriculum. Our teachers are native speakers of English who are supported by an outstanding team of local staff, all of whom are fluent in English.

Gareth Evans, Head of the BIS Primary School

The Student Voice Is Very Important To BIS

A total of 25 generations of young people have so far graduated from the British International School. Many of them have gone on to enrol in and graduate from universities around the world, achieving excellent academic results. The school is very proud of this fact

The focus at BIS is on providing an engaging and inspirational learning environment and a curriculum that leads to fully-rounded learners. We aim to develop knowledgeable, confident and creative young people who are then able to access the finest learning institutions worldwide. Every year we see dozens of graduates leave BIS and pass the rigorous application process to begin their studies at institutions all over Europe and beyond. It is an immense source of pride that our students are able to make a positive contribution to the wider future society in this way.

Could you explain, as succinctly as possible, the differences between the Serbian curriculum and the British one?

The British Curriculum we teach at BIS

The British Curriculum we teach at BIS is the Cambridge International system. The programmes we teach meet the internationally recognised standard, ISO 9001:2015. - says BIS Secondary School Head Jarrod Gaines, pointing out that Cambridge International is recognised by Ofqual (Office of Qualifications and Examinations Regulation).

Many of your pupils over the 25 years of the school’s operations have go on to enrol in and graduate from universities around the world. You must be very proud...

Our schemes of work from year 7 through to year 13 prepare school students for life, helping them develop an informed curiosity and an enduring passion for learning

is the Cambridge International system. The programmes we teach meet the internationally recognised standard, ISO 9001:2015. Cambridge International is

recognised by Ofqual (Office of Qualifications and Examinations Regulation) and its KS4 and KS5 programmes have been further assessed by UK NARIC, which recognises that the provision of education is ‘robust qualifications that are comparable to the standard of UK GCSE and A Level’. Our schemes of work from year 7 through to year 13 prepare school students for life, helping them develop an informed curiosity and an enduring passion for learning.

Leadership is among the main principles of the BIS philosophy. Do you seek to educate future leaders, visionaries; people who will be able to provide a positive contribution to the society of the future?

It is our mission to ensure that all our students excel in all areas, both personally and academically. This means supporting our young people in becoming future leaders in any field they choose to work in. The student voice is very important to us at BIS and it is through these mechanisms that we encourage leadership and nurture our students towards being bold and brave in their approach to life. Students across all year groups are given opportunities to apply their leadership skills via such things as the Duke of Edinburgh Awards, Wellbeing Ambassadors, students council and Model United Nations.

Jarrod Gaines, Head of the BIS Secondary School

Where Students Thrive

research and exploring their own interests and talents. Year after year, the school observes how its children flourish, becoming more independent and devoted to their studies, slowly preparing themselves for the first great milestones: taking IGCSE and AS/A level exams. Chartwell offers exam preparation for a full range of subjects, thus enabling its students to successfully complete their secondary education, opening the door to enrolment in the world’s most renowned universities.

Chartwell offers exam preparation for a full range of subjects, thus enabling its students to successfully complete their secondary education, opening the door to enrolment in the world’s most renowned universities.

Chartwell International School prides itself on being one of the longest-standing private schools in Serbia, which has been striving towards distinction and excellence continuously for more than two decades. Situated at the heart of Belgrade, Chartwell comprises six separate campuses divided according to student age and level, each surrounded by greenery and the tranquility of one of Belgrade’s most pleasant uptown areas. Tailored to suit the needs and demands of a particular age group, each of Chartwell’s premises boasts vast indoor and outdoor spaces, with carefully furnished and decorated classrooms, accompanied by spacious playgrounds and sports fields. The school’s main goal is to provide its students with a safe and uplifting learning environment, paving the way for their growth and success.

As a veritable second home to almost 900 children of more than 40 nationalities, Chartwell truly is a unique community. All-en-

compassing, diverse and multicultural, on the one hand, it is simultaneously a school that nurtures equality and tolerance, while promoting mutual support and respect.

Chartwell inspires students to become their best, both academically and socially, while the school’s mission is to make every effort to maintain the highest level of teaching and service provision, worthy of the accreditation awarded to Chartwell by the University of Cambridge, the Serbian Ministry of Education, as well as COBIS, of which the Chartwell International School is a proud member.

The curriculum at the core of Chartwell is based on the British National curriculum, adapted to the global context and taught through an international perspective. It is founded on a cross-curricular approach in which students take an active role in their own learning, conducting

As much as they are pillars of their own academic achievements, Chartwell’s students are supported and their learning scaffolded each step of the way by the school’s most dedicated and experienced teachers. Their goal is never merely to teach a lesson or pass on knowledge, but rather to demonstrate empathy, an ability to adapt their methods and incorporate the most innovative, hands-on strategies that truly make a difference in the classroom. Having small-sized classes further adds to their almost individual approach to teaching, discovering students’ aptitudes and developing their potential.

With an awareness that teaching extends far beyond the classroom and academic programme, Chartwell never shies away from organising extracurricular activities for its students and teachers, from daily outings and theatre or museum visits, to celebrating World Book or UN Day, all with the aim of fortifying the school spirit, friendship and Chartwell’s great family-like atmosphere. The Poetry Night, End of Year Performance or Charity Bazaar are always eagerly anticipated annual events that bring joy to the whole community. Therefore, whether by showing their wit or talent, working hard or having fun, students thrive at Chartwell International School, a place where they forge life-long friendships and a stepping stone to their future career and life success.

As a veritable second home to almost 900 children of more than 40 nationalities, Chartwell truly is a unique community. All-encompassing, diverse and multicultural, on the one hand, it is simultaneously a school that nurtures equality and tolerance, while promoting mutual support and respect

Chartwell’s main goal is to provide students with a safe and uplifting learning environment, paving the way to their growth and success

Our First5 years!

Klett EDU training centre was established in Belgrade in 2018, as a branch of Stuttgart’s Ernst Klett Präsenzlernen. Extensive analysis of the skilled labour market was conducted prior to the founding of the centre, with mechatronics singled out as a field requiring education programmes

The biggest compliments for us are our participants’ success stories and their careers progress. Depending on the programmes completed, they are able solve more complex problems, overtake higher responsibilities, support engineers and manage entire production processes - says director Gvozdenov.

Did the fact that there’s a shortage of skilled labour contribute to the Klett EDU Training Centre being established?

There is a lack of qualified workers not only in our country and region, but also throughout Europe.

We help our clients to build teams of profes-

sionals who will better understand the field of mechatronics and work in as operators, tool-setters and maintenance technicians. Klett EDU Training Centre offers an array of programmes to participants of various ages (the youngest participant was 18, while the oldest was 55), with diverse educational and professional experience, who want to improve their skills and knowledge in the field of industrial mechatronics. We collaborate with manufacturing companies, but we are increasingly being contacted by individual participants seeking to obtain an official V-level qualification or to establish contact with potential employers that are our clients.

Is industrial mechatronics still the leading subject in your portfolio? How many participants have so far completed training in the scope of that programme?

Mechatronics is the leader in our portfolio, while the programmes vary in terms of complexity and duration. Three programmes are accredited by the relevant institutions in Serbia. Klett EDU is the initiator of the standard of the V level qualification for Industrial Mechatronic Specialist programme and we will soon enrol the fourth generation of trainees in this programme. Participants are trained to work on system maintenance, author technical documentation, preventatively maintain industrial mechatronic equipment,

Olivera Gvozdenov, Director, Ernst Klett Präsenzlernen Osteuropa GmbH – Belgrade Branch

assemble and disassemble machine elements, connect and check pneumatic systems, electrical circuits and components, modify electrical control systems and put into operation new industrial mechatronic equipment.

Lecturers focus on the development of each student individually. We can boast of the fact that more than 400 participants have completed our training programmes successfully to date, despite the two years of Covid and the global economic crisis.

Your training essentially boils down to the applicability of knowledge and skills. Does this mean that your mechatronics technicians, but also other trainees, are ready to start working in companies immediately upon the completion of training?

The biggest compliments are the success stories of our participants and their further careers advancement. Depending on the programmes completed, they are able solve more complex problems, overtake higher responsibilities, support engineers and manage entire production processes.

To us, Klett EDU trainees’ development path is very important, which is why we stay in contact with them but also with their directors and managers from production and human resources sectors. From the perspective of the companies, all these success stories represent confirmation of the employer’s values and strong brand, which employees appreciate greatly and happily share with others as an exceptional experience and personal benefit.

Your approach implies working on cutting edge equipment at Klett EDU Training Centre, with the help of top lecturers. Who are the lecturers and how did you form the team?

We are committed to innovation and strive to ensure the work on didactic equipment is as close as possible to contemporary factory facilities, including machine assemblies, electric motors, relays, frequency regulators and sensors. The key to the success of Klett EDU programmes is the team that implements them. It is our pleasure to be able to boast of having a large number of lecturers. There are currently 32 professionals working in the mechatronics team, and they come from the faculties of mechanical engineering and electrical engineering, as well as the School of Electrical and Computer Engineering, while we also have lecturers from manufacturing companies. These are engineers who – through

contact with our team and the education of their colleagues – wanted to become part of the team of lecturers. That’s a great compliment for us!

Our lecturers play a key role in preparing trainees for a career in dynamic industrial mechatronics. Learning through practical work experience, which is what we apply exclusively, is vital to the development of a skill, because it simulates actual situations from a working environment. On the top of it all comes the mentorship, because our entire Klett EDU team

loyalty and referrals from all of them. It has become a rule that, after the first group of participants, our clients continue cooperating with us and enrol the next group of employees. Likewise, after completing the basic level, companies opt to send the most successful participants to a higher level of the programme.

Individuals are the group of self-financed participants who receive good business offers in the manufacturing industry after being certified with V-level qualification.

provides advices and support to participants, helping them to manage challenges and identify solutions to complex problems.

For which companies do you train existing and future employees? Does it happen that some trainees return after completing one programme to enrol in the next?

Our clients believe that investing in employee knowledge is an investment that increases productivity. We are very happy that companies choosing to educate their employees through Klett EDU programmes include: Toyo Tires, Coca Cola, PepsiCo Marbo, Grundfos, Gruner, Brose, Imlek, Atlantic Grupa, PharmaNova, ZF, Neoplanta, Elrad, Nectar and Tarkett, among others. All these companies see immediate results and we receive positive feedback,

We are delighted to be able to confirm that interest in Klett EDU programmes among individual participants is also increasing significantly.

What are your plans moving forward?

We have lots of plans for the future, like expanding the offer of programmes in response to client demand, expanding operations for and on other markets, cooperating with partners with the idea of training as many potential employees as possible for operational level positions in Serbia and for interested companies from other markets.

The vision that we established as the first training centre start-up in our company, is to create value in Serbia through education of both existing and new employees in the field of mechatronics.

Our enthusiasm wouldn’t be at such a high level, without the support of our directors from the parent company in Stuttgart. Our first five years represent an exciting journey on which we’ve been confronted by many challenges, and I can proudly say that we’ve exceeded our own expectations. Klett EDU team has achieved excellent results and we look forward to the new important things to come.

Learning through practical work experience is vital to the development of a skill, because it simulates actual situations from a working environment

Liberating Language Learning

Under the auspices of her language centre, young entrepreneur Mina Lepšanović helps clients who live in French-speaking countries or work with francophone clients around the world to find motivation and to outline their personal language goals and achieve them as quickly as possible

Within the scope of the unique programme ’French UP with Confidence’, people are able to overcome their fear of speaking and improve their knowledge of the French language. And judging by the results our interlocutor has achieved, this is easier to achieve than one would think.

You are the founder and owner of language centre Mina French Coaching where you work as a Neurolanguage Coach®. Could you explain to us what this work entails, as we’ve never previously heard of it?

I am a teacher of the French language and a Neurolanguage Coach® certified by the Efficient Language Coaching (ELC), which is accredited by the International Coaching Federation (ICF). Neurolanguage coaching® is a method of language learning that combines neuroscience findings about ways the brain likes to learn with coaching techniques, in order to optimise the speed and efficency of the learning process itself.

What’s the biggest problem faced by your clients?

In my work with more than 800 clients from around 30 countries around the world, I realised that the biggest problem they face, regardless of where they come from or what language they are learning, is the fear of mistakes. I also encountered this myself as a student, because I believed that, as a future professor, it was impermissable for me to make mistakes, while a foreign language is actually learnt by speaking, making mistakes and learning through those mistakes.

I consequently set out to learn about the brain and the way our mindset influences

the way we learn language. It was on the basis of the conclusions I reached that I created the French UP with Confidence programme, within the framework of which I help people overcome their fear of speaking and improve their knowledge of the French language.

That’s your winning formula that yields excellent results?

That’s right! On the basis of knowledge about the brain gleaned from neuroscience and coaching techniques, I help people free themselves of their fear and mental blocks, i.e., to gain insight into their negative convictions regarding language learning, which they probably acquired in school and which now hold them back from progress. I then use modern technologies, as I believe that learning a language should be fun in order for us to be motivated to work. This prompted me to forge a partnership with the French platform Frello, and my clients - within the scope of the programme - have access to the Frello app, on which they can improve all their language skills independently and in an interesting way. We also use WhatsApp groups, through which they have an opportunity to converse in French every day, with me and my assistants, who are native French speakers resident in different French-speaking countries around the world, such as the Ivory Coast in Africa.

You currently speak four languages, but we don’t believe you’ll stop there, given that you advocate lifelong learning. What’s the next item on your “To Do” list?

I speak Serbian, English, French and Spanish, and I plan to learn Italian, which I studied in high school, and Russian. And science has proven it’s never too late to learn a language, as the brain’s neuroplasticity and ability to renew itself throughout life has been determined. My next objective is to expand my online community and create digital courses and products to help people all over the world master the French language in an efficient, easy and fun way, and thereby gain new business opportunities and the feeling that they are part of the French-speaking community in which they live.

Mina Lepšanović, English & French Neurolanguage Coach®

On the basis of knowledge about the brain gleaned from neuroscience and coaching techniques, I help people free themselves of their fear and mental blocks

CompetitiveSkills ForAChangingWorld

Based in Belgrade, RBS is an international business school representing a branch of Italy’s RBS and Universidad International from Valencia. Through 16 modules, RBS offers students the opportunity to continue their education without taking a break in their careers

An essential characteristic of the RBS concept is the aspiration to bridge the gap between traditional academic education and the needs of the modern business world, while one of the most valuable benefits of its Executive MBA programme is networking and the potential for career development. Here RBS MBA Director Rajka Šinik Vulić tells us more about the programme.

Your school is known for its exceptionally high-quality and innovative Executive MBA programme. Could you tell us more about the programme, its modules and lecturers etc.? RBS Belgrade was built on the idea of bringing professional education to Serbia and the region. Bearing in mind that the world is facing a high-tech revolution, as well as huge geopolitical and natural challenges, it is more important than ever before for every manager to keep pace with changes and new trends, and to connect with relevant people. Through 16 modules, we offer our students the opportunity to continue their education without taking a break in their careers. An essential characteristic of our RBS concept is our aspiration to bridge the gap between traditional academic education and the needs of the modern business world, which is why we have brought in prestigious academic lecturers with internationally proven corporate experience.

Why do you believe that RBS is the right place for education, networking and exchanging ideas?

The executive MBA is a complex education programme aimed at educating managers who already have knowledge and work experience, but who want to improve their leadership and business skills. Specially

designed programmes and expert lecturers with significant business careers ensure the quality of the Executive MBA programme. Through class work, students develop strategic ways of thinking and the ability to see the “big picture” when it comes to the managing of companies. MBA students have a fasttrack to career development. They increase their earning potential and are more likely to get higher positions or launch their own businesses. One of the most valuable

benefits of the Executive MBA programme is networking, and the associated potential for career development.

Are your students people who will contribute directly to the development of the economy and society as a whole?

For decades, the MBA programme yielded better-trained managers who could respond quickly to company needs. Managers who completed their MBAs could find their place in various industries, while their responsibility was to make the right decisions, reduce costs or contribute to better company organisation. In the modern era, the decisions of executive-level managers are changing. The values upon which companies are built are changing, as are the expectations of employees in terms of salaries and benefits. MBA studies focus on developing leadership skills that are competitive on the market, but the MBA is much more than that. It is a route to business opportunities, higher incomes and networking. Managers who decide on an MBA are aware that companies expect knowledge, experience and strategic thinking. MBA programmes practise working in groups, so the students gain knowledge from lecturers, but also from their colleagues who hail from different industries.

Your students receive two diplomas after completing their education. Why two and what do they all enable?

RBS is a member of Planeta Formacion i Universidades, an international network created by De Agostini and the Planeta group. Based in Belgrade, RBS is an international business school, a branch of Italy’s RBS and Universidad International from Valencia. Our programme has Bologna accreditation and awards students 60 ECTS and a double degree.

MBA students gain knowledge from lecturers, but also from their colleagues who hail from different industries

Securing A Better Future For Youngsters

One of Serbia’s most successful companies, Požega-based Inmold, can boast of having its own dual education model, but also of having dedicated, professional and motivated workers who have decided to build their future in their home region, as well as top products that the company exports to markets worldwide. It is thanks to all of this that Inmold is already able to make ambitious plans for the years ahead

experience. It was only after five or six years that President Vučić, who was then serving as prime minister, began talking about dual education.

Our desire is to strengthen our work with students and increase the number of scholarship recipients from 10 to 20 or 25, as that will ensure that we have trained, highly-educated personnel in the future. That will no longer be only mechanical engineers, but rather we’ll also grant scholarships to engineering technologists, students of the Faculty of Electrical Engineering and Mechatronics - announces Inmold CEO Goran Janković in this CorD interview.

You are the unofficial instigator of dual education in the Zlatibor region, and perhaps Serbia as a whole. How did it come about that you created your own model for educating young people?

I realised already back at my former company, ATM from Sevojno, of which I was a co-owner, that we could only meet our need for an expert workforce by educating and training the

required personnel. The technical sector was devastated during the ‘90s, and the mechanical sciences were practically trampled to death, so I brought in four guys, my nephew and his friends, and worked with them while they were still attending secondary school, turning them into exactly what we needed. That didn’t come overnight and required plenty of patience and work. They happily came to practise, as I tried to make it interesting for them, for it not to be too demanding and thus discourage them. They were paid fairly for their work.

It was later easier at Inmold. We launched the training of secondary school students in 2010 and 2011, when there were absolutely no indications that the state would ever introduce dual education. There were no existing rules of any kind, so we looked at how to cover ourselves legally for that on our own. We reached agreement with the school and parents, through which they consented to their children coming to us for practical work

And then the state learnt from you, from Inmold?

Precisely... When the state decided to introduce dual education, we were already considerably engaged in that, so we were visited by representatives of the Chamber of Commerce and the Ministry of Education. Much of what they saw at our company was subsequently included in the legal regulations. It is also much simpler for us today. The majority of the children who come to us for practical work experience are from the state’s official dual education system, but some of the children come on the basis of the old system that we devised and created long ago, because not all of the occupation profiles that we require are covered by the formal dual education system. We endeavour to familiarise youngsters with what we do and to show them what they could do at our company. We visit primary schools and propose to children from the sixth and seventh

Goran Janković, CEO at Inmold

grades that they opt to study mechanical engineering, because they’ll thus always be able to get a good job with us, while there are also numerous foreign companies that are coming and also seeking workers.

Was it that specific need for a greater number of workers in the area of mechanical engineering that imposed on you the need to open a training centre at the Technical School in Požega, which was recently announced by Prime Minister Brnabić? There is a growing need for well-trained workers, which is also why a training centre equipped with modern CNC machines will be established at the Technical School. Through retraining or additional training, people will be able to acquire knowhow and skills that will enable them to secure a good job. The state will invest in renovating part of the Technical School and procuring machines, as they believe that the future regional centre will allow us to entice new investors and will ensure our people work in much better-paid jobs.

While we await foreign investors, Inmold is already engaged massively in making and exporting robots to Germany, Norway, South Africa, the Russian Federation etc. Those aren’t the only countries we export to, as we also do work for Canada, the whole of North Africa except Libya, Nigeria, Kenya and Zambia, and almost the entire Middle East, with the exceptions of the countries that are at war... We produce thin wall injection-moulded packaging, and it is essential for them to have special tools, in which we are specialists. Given that these are extremely fast cycles, in which the human hand cannot serve the machine, it is essential to have the robots that we make and export around the world. These are types of robots that automate production lines and replace many people.

That is all made by our people, 99 per cent of whom started their careers at our company. The first working day in their lives was at Inmold, some during their schooling, some after leaving school, some after completing university, but one thing they all have in common is that we trained them. These are all people from the surrounding area, from Požega, Lučani, Arilje, Kosjerić, Užice etc.

Inmold isn’t the only company to have secure a better future for youngsters. There are more of them in Požega, but we are certainly

proud of the facts that our employees have an average age of 34, that more than 50 of our employees have already bought an apartment, that our young people are getting married and building their futures in their home region. They will raise their children here, where their parents are, where they have roots.

Is the work Inmold is doing the best indicator of what Serbia is capable of doing? That needs to be assessed and stated by someone else, and I will continue trying to ensure that we work to the best of our ability. Demonstrating that we do good things is our participation in major trade fairs around the world, at which we are regular exhibitors. Last October we were in Dusseldorf, where we are very highly rated in terms of both the number of visitors we receive and the number of colleagues who come to visit us and with whom we are in regular contact. This year we will be exhibiting in Friedrichshafen together with a very famous Austrian company. Our robots and tools will be mounted on their machines, which will operate and produce throughout the duration of the fair. Our competitors in Europe, of which there aren’t many, today respect us because they

see that we are advancing, that we respect deadlines and that we insist on top quality. That’s the best indicator that we work well and have entered the first division.

This is an important year for Požega, given that construction of the highway is being completed. Will this make everything faster and easier?

That road has already reached Pakovraće, and from there it’s still a 20-minute drive on the regional road to our factory. Our overseas partners are today already able to reach us from Belgrade airport in an hour and a half, or a little longer, and that journey will be much more pleasant and easier when the highway passes just three kilometres from our company.

It is thanks to this that we can make ambitious plans. We have plants in Požega and Priboj, and around 520 employees, and I believe we’ll have more than 600 by the end of this year. When it comes to market expansion, our focus will be on Canada and entering South America, firstly Brazil and Argentina.

We registered ourselves last year as a research and development company, so our goal is to develop, improve and expand on that aspect with our existing people and new ones. Moreover, we will be the first company to have its own space at the University of Belgrade Faculty of Mechanical Engineering. We will arrange it, renovate it and equip six workplaces with the latest technology. We already have two scholarship holders who will encourage their friends to start doing a little work for us and to be paid for that. The idea is to entice them to work for us afterwards. That’s both good for them and for us.

There is a growing need for well-trained workers, which is also why a training centre equipped with modern CNC machines will be established at the Technical School in Požega

Jugović, co-founder of KUB

Learn The Language AndGetToKnowTheCountry

After a full three decades since the first English language courses for young people in Great Britain, KUB today organizes courses of all major languages for ages 7 to 77 and older, in Europe, USA, Africa, Asia and Latin America, and enrols students in secondary schools and for study abroad

enormous, not only in terms of location, but also in the choice of educational programme.

Right from the start, we wanted to give young people the opportunity to study abroad, get to know new cultures, and make friends from all over the world, because we believe it is important to respect differences and find what is common to all of us, no matter what meridian we live on - says Magdalena Jugović.

KUB has worked in educational travel for more than three decades. What kind of programmes and services do you offer?

We started with English language courses in the UK for young people during the summer holidays, accompanied by a teacher. Our clients’ interest soon expanded our range of activities. Besides English, we now offer French, German, Spanish and Italian for young people.

We offer courses in all major languages for ages 7 to 77 and older, in some of the most beautiful spots in Europe, USA, Africa, Asia and Latin America. Language courses have become a common way of using holidays for adults in the world – when you learn the language you get to know the country you are staying in – combination of the beautiful and the useful. And there are also specialized business language courses,

courses for managers, preparations for taking official exams in English, German, French, Italian, Spanish..., and courses for language teachers.

You help with enrolment in secondary schools and study abroad. How much interest is there in this kind of education?

The most interesting cultural exchange is still with the USA, where a whole school year is spent in public schools. The programme is subsidized by the US government and participants are placed with volunteer families in smaller towns in America. Since it is possible to spend only one year on this programme, the popularity of a similar programme in Canada is growing, where young people can spend several years in high school and where most continue their studies with good scholarships. We also offer numerous private high schools in Great Britain, France, Germany, Austria, Switzerland, Spain, Italy, Greece, USA... The possibilities are

With university placements, the greatest demand is for studies in Great Britain, but also studies in English in Austria, Spain. Recently, there has been interest in studies in the United Arab Emirates, so we have included Dubai in our offer.

You have decades of successful business behind you and thousands upon thousands of satisfied participants. Are they the best recommendation for your agency?

We realized very early on that advertising rarely brings students to our programmes, even though we were the first to offer these services on our market. Interest was strong from the beginning, especially since so many people could afford to send a child on such a trip while learning the language. Impressions from the language trips of satisfied participants were always our best recommendation. More than 90% of our students come from the recommendation of friends or relatives whose children have travelled with us.

It is especially satisfying that more and more children who travelled with us send their own children to us, because they want to give them this unforgettable experience. In the meantime, some have become teachers of foreign languages and now bring their pupils. This is a continuity we’re really proud of.

Magdalena

More than 90% of our students come from the recommendation of friends or relatives whose children have travelled with us

1.0

-WhenKnowledgeMeetsAbility

A team of experts from Serbia has developed a method that enables fast training in a wide range of IT industry areas, thus providing a response to the demands of the contemporary global labour market that doesn’t require leaving the home

The pulsating labour market provides education systems across the planet with ever more difficult tasks to undertake year on year. The rapid development of new technologies, particularly in the IT sector, demands a much greater capacity for the qualification of future personnel that existing educational methodologies are simply unable to keep pace with without the labour market suffering.

A team of authors from Serbia, comprising experts from the fields of education, communications, human resources and IT, has since 2018 been developing a new method for transferring knowledge that can be immediately applied in practice upon completion. This hybrid methodology, based on the utilisation of all the advantages of multimedia and online communication, was revised following the COVID-19 epidemic, due to the vast experiences gained during the conducting of online teaching and working from home that highlighted a range of problems that hadn’t been not recognised prior to the epidemic. It showed that Ciklotron, as this methodology is called, was ready to respond to the demands of the modern labour market even before the tribulations brought by the response to the pandemic.

Over the course of the training courses, which are implemented in programmes lasting 3, 6 and 9 months each, Ciklotron initially prepares IT personnel in the domains of Quality Assurance, Full Stack 2.0, DevOps and Blockchain. With the selecting of these programmes, participants gain the ability to broadly recognise their place in the IT industry, but also to maximise their chances of gaining employment as quickly as possible by care-

fully choosing the training they will receive.

With the applying of the latest technologies in the development of this method, another major problem that’s resolved to a great extent is the lack of high-quality teaching staff. In Ciklotron, classrooms are designed

such a way that they reduce the number of hours required by lecturers by up to 40%, whether that’s in the process of imparting knowledge or in the testing process. However, in order to avoid the sense of alienation of virtual classrooms, the programme envisages gatherings of lecturers and participants in a frequency that will enable them to develop personal contacts, which are, according to the methodology’s creators, essential to the high-quality professional and personal development of participants.

A significant characteristic of this methodology is also the scalability of the number of participants, which is conditioned solely by the request in specific projects, and the authors are hopeful that this very fact will result in Ciklotron being accepted as a national platform for IT education by the end of this year.

It is a well-known fact that the IT industry has for decades been crying out for trained personnel, though unfortunately trends often change when it comes to the required knowhow in this field, and at Ciklotron they believe that flexibility in the selection of programmes is a requirement to respond to foreign IT companies that are increasingly arriving in Serbia in search of competent workers.

IT employers, under the pressure of the daily challenges posed by the industry, are interested exclusively in personnel who are able to perform specific tasks in a certain period of time and to a high quality.

The creators of the Ciklotron methodology are convinced that they can train new personnel who won’t only have the knowhow, but will also the ability to fulfil the demands of employers at the highest level.

Ciklotron is a methodology that emerged in response to the challenges confronting contemporary education. The authors are convinced that participants who complete these programmes will not only be recognised as being familiar with the theory, but also as being able to effectively implement professional tasks at the highest level

Education For The Future

Finland has one of the highest-quality education systems in the world, as shown by its consistently high rankings in third-party international studies. Finland has achieved this success despite only spending slightly more than the average of OECD countries per student

Finns believe in their education system, which is built on the belief that the nation can only utilise its full human and economic potential if every citizen has the opportunity to realise their personal potential. It seems that they

are right to do so, as their education system and pedagogical model is the world’s most successful.

The conference on Finnish education entitled “Drivers of Change - New Roles in Education”, which was jointly organised the

Embassy of Finland in Belgrade, the Nordic Business Alliance, the “Education for Serbia” Foundation and Uni Credit Bank, was held at the Palace of Serbia in February. Experts from Serbia had an opportunity to better acquaint themselves with the Finnish educa-

tion system and pedagogical model, which are among the world’s most successful.

The conference was opened by Finnish Ambassador to Serbia H.E. Kimo Lahdevirta, who pointed out that Finns believe in their country’s education system, which is built on the belief that the nation can only utilise its full human and economic potential if every citizen has the opportunity to realise their personal potential. Dr Raimo Salo, an expert in the professional development of teachers from the Faculty of Education in Oulu, addressed conference participants with the aim of presenting Finnish experiences in terms of providing the conditions required for the professional development of teachers. He emphasised that schools for the professional development of teachers have an important place in teacher education and that quality mentoring plays a key role in supporting professional development.

EDUCATION IS FREE OF CHARGE

Finnish schools and education methods represent a popular topic in news stories, and the whole world knows that Finland has one of the best education systems on the planet. Finland established its modern compulsory education system in 1921, proving that the development of an entire education system takes time.

Finland’s love affair with education began just over a century ago, in 1921, with the creation of the modern compulsory education system and the philosophy of education for all. The curriculum and organisation of the education system have been updated and reformed several times since. A significant reform began in 1972, with the adoption of the comprehensive school system, meaning that basically everyone has the same opportunity to receive a good quality education in the school nearest to their home.

Education is free of charge, from pre-primary school to higher education. The goal is for everyone to have an equal opportunity to receive a high-quality education regardless of their family’s social or economic background.

The school meal system plays an essential role in Finland’s education system. Equal access to education and free school meals have been key factors in supporting

economic growth and transforming Finland into a knowledge-based society. School meals were initially introduced to address post-war poverty and malnutrition. At the time, Finland was also resettling thousands of internally displaced people and orphans. The law to provide meals free of charge for all pupils came into force nationwide across Finland in 1948. Finland has been offering free school meals to all schoolkids for more than 70 years – making it the world’s longest-running free-of-charge school feeding programme.

Early childhood education in Finland is about play and social interaction. A strong early beginning in learning promotes the development of cognitive, social, lan -

very important. Finnish children begin school later in life, spend less time in the classroom and have less homework than kids in many other countries, yet they still produce excellent outcomes.

TEACHERS ARE VALUED IN FINNISH SOCIETY

Teachers enjoy broad autonomy and have flexibility to organise their own teaching. In the late 1970s, the length and rigour of teacher training was increased to meet the needs of learners. Teachers were required to earn master’s degrees in 1979. Both form tutors and subject teachers are required to have a master’s degree. Teachers are valued in Finnish society.

guage and numeracy skills, as well as a motivation and joy to continue learning. Finnish schools place an emphasis on the child. For example, school days are short and pupils take breaks between classes, spending time outdoors, while activities like sports, art and music are considered

They are highly educated and trusted to do what is best for every child. Personalised help is common: the Smithsonian notes that nearly 30% of Finnish children receive some kind of special help during their first nine years of school.

Under the Basic Education Act, besides providing teaching within the framework of the curriculum, school pupils also have the right to receive guidance counselling and sufficient support for learning and school attendance throughout their comprehensive school years. Support must be provided as soon as the need is detected.

Quality, efficiency, equality and internationalisation are the keywords of the Finnish education system

If the enhanced support provided to a pupil is insufficient to help them cope with schoolwork, an administrative decision is made, based on a pedagogical assessment, to provide special needs support. An individualised educational plan (IEP) is drawn up for the pupil and must detail the provision of teaching and other support specified in the decision to provide special needs support.

Special needs support consists of special needs education and other support needed by the pupil as referred to in the Basic Education Act. Special needs education and other support received by the student form a functional and systematic whole, wherein the support of the child’s parents or guardians are important, as are multi-professional cooperation and individual guidance.

Differences in the learning outcomes of different schools are minor. Schools are given a great deal of autonomy. They are neither micromanaged nor tightly controlled from a centralised authority. In fact, there is a high level of trust and division of responsibilities between the national and local authorities.

FINLAND ENSURES EQUAL OPPORTUNITIES

Quality, efficiency, equality and internationalisation are the keywords of the Finnish

education system. Education has made Finland into a world-class, knowledge-based society, in which higher education is provided by 14 universities and 24 universities of applied

sciences. These institutions offer over 450 degree and non-degree programmes in English.

Finland’s education system began receiving worldwide attention in the 2000s, thanks

to high international rankings. Additionally, Finland achieved this result while spending only marginally more per student than the OECD average and much less than some countries. This prompted many countries to seek to work with Finland to develop their education systems.

Finnish higher education is often praised as being safe, well-functioning and close to nature, but also for having many high-quality degree programmes in English. Finnish higher education institutions are autonomous, despite being largely funded by the state. When it comes to student satisfaction surveys, Finland stands out as Europe’s number one place for international students. In a study conducted by global platform StudyPortals, Finland was given an average satisfaction rating of 9.2 out of 10. Finland also came top in the Student Satisfaction Awards 2014, gathering positive reviews of Finland’s academic standards from nearly 7,000 international students. Highly positive feedback was also given for services provided for international

students. Finland believes that international cooperation in education is essential. Finnish companies and institutions eagerly seek international partners in order to receive mutual assistance in improving.

FINNS ALWAYS SEEK A PRACTICAL SOLUTION

Degrees from universities of applied sciences generally cover 210–240 credits (ECTS), meaning 3.5–4 years of full-time study for a bachelor’s degree and 60–90 credits (ECTS) achieved within 1–2 years for a master’s degree. At universities, students can study for bachelor’s and master’s degrees, as well as postgraduate degrees leading to a Ph.D.

Finns always seek a practical solution – turning setbacks into steps forward. Problem-based learning is at the core of the tuition offered by most Finnish universities and universities of applied sciences. Teaching methods are far from authoritarian, with learning being based on discussion, student participation and working together.

A thriving Education Technology (EdTech) sector has developed in recent years, merging Finnish software and education strengths. This is particularly important in the COVID-19 era, when distance and personalised learning have become more important. COVID-19 demonstrated the resilience and versatility of the Finnish education system. In the spring of 2020, Finland closed almost all schools and distance learning was implemented with minimal interruption. During physical school closures, pupils were asked to attend classes online, complete school tasks independently and submit them to teachers electronically.

All Finnish schools have tutors and mentors, as well as other peer support mechanisms for using digital tools, which proved crucial during the pandemic. While the ability of teachers to transfer their curriculum online proved even better than expected, it is clear that distance learning cannot currently replace classroom teaching fully.

The reform of the Finnish education system continues to this day. In 2021, the age of compulsory education system increased from 16 to 18. All young Finns are

required to have access to, and to enter, secondary level education.

AND NOW SOME INTERESTING FACTS...

* Popular magazine The Economist ranked Finland No.1 in their Educating for the future index (2019), and the OECD ranked

* 68.7% of adult Finns participated in informal learning during the past year, compared to the EU average of 59.9%, according to Eurostat.

* 73% of Finns aged 15 or over have completed a post-comprehensive level qualification, while 36% have completed a

The goal is for everyone to have equal opportunity to receive a high-quality education, regardless of their family background

Finland No.2 in the world for the highest performing graduates (2019).

* Finnish education exports represent a small sector of the economy, yet they have grown 49% in the last five years, according to Education Finland.

* Nine Finnish universities have been ranked among the world’s best according to The Times’ list (2020).

* Finns eagerly take advantage of their education system. The percentage of the population with a bachelor’s degree is the 4th highest in Europe, while the percentage of the population with a Doctorate is 3rd, according to Eurostat.

tertiary level qualification, according to the Ministry of Education and Culture.

* Finland has over 400 degree programmes taught in English, including 266 master’s-level and 62 doctorate-level, according to the Ministry of Education and Culture.

* The most popular source countries for foreign exchange students in Finland are Germany and France, according to the Ministry of Education and Culture.

* 90% of teachers in Finland are satisfied with their work, while 92% say the positive aspects of their job outweigh the negative ones, according to a survey commissioned by the Ministry of Education and Culture.

* Finland has been ranked the happiest country in the world for several consecutive years, according to the UN Happiness Report.

* Education Finland maintains a large list of companies that can be cross-filtered by fields of expertise and educational level.