Guide to Education 2024

NEW CHAPTER OPENING

GUIDE TO EDUCATION 2024

04

06

12 Happy Children Achieve Excellence

16 Two Decades of Knowhow Ivana

13 Always Look to the Horizon

10

14 Laying Strong Foundations

18 The Pan-European Executive MBA: A unique world-class dual degree MBA at CITY College, University of York Europe Campus in Belgrade

20 School Tailored to the Child

26 The School of the Future is a School of Opportunities

Miloš

22 Learning is Best Through Play

Anica Pavlović CEO, Children’s Innovation Centre

24 A second home for happy children

Tatjana Rackov Sinadinović Manager and Owner of Happy Kids Preschool

29 Restore Teachers’ Dignity

Iva Draškić Vićanovaić Ph.D., Dean of the University of Belgrade Faculty of Philologygoals

CENSUS RESULTS CAUSE CONCERN

The Ministry of Education claims to be exerting ongoing efforts to reform education, but census results indicate the need for more work. The “Platform of the Eight Deans” proposes measures for immediate and significant improvements

The recent census has placed the spotlight on the state of education in Serbia, revealing a troubling disparity in educational achievements. Serbia has more citizens who’ve only completed primary education or no education at all than citizens who possess higher education qualifications. Specifically, more than six per cent of the population lack primary education and approximately 18 per cent have only completed primary school. PISA test results indicate that one in three fifteen-year-olds is functionally illiterate, while educational issues emerge as early as the fourth grade.

Concerns deepen as there are doubts over the apparent surge in highly educated individuals, with suspicions over the inflating of questionable or even illegal diplomas since 2011. Experts primarily attribute these negative indicators to inadequate educational policies and staffing decisions within institutions, including the Ministry of Education. Furthermore, Serbia’s budget spending on education as a share of GDP remains among the lowest in Europe.

Adding to the complexity is the perception that education and knowledge no

longer guarantee social mobility and success, due to the emergence of alternative routes through political and social hierarchies. Particularly worrisome is the ongoing decline in the material and social status of teachers, rendering the teaching profession increasingly unrewarding.

Addressing this crisis of education requires a multifaceted approach. Experts advocate in favour of increased funding, suggesting a rise from the current 3.5% of GDP to the European average of around five per cent. Improving the position of teachers is deemed critical, given the pressures, violence, unnecessary paperwork and below-average salaries that they currently endure.

A comprehensive societal debate on the type of education needed in Serbia has been called for, emphasising the im-

THE DECLINING MATERIAL AND SOCIAL STATUS OF TEACHERS IN SERBIA CONTRIBUTES TO AN UNREWARDING TEACHING PROFESSION, WHICH POSES A SIGNIFICANT CHALLENGE TO THE COUNTRY’S EDUCATION SYSTEM

portance of avoiding the hasty enacting of laws and reforms without broad public discourse. While the Ministry asserts that is has been exerting continuous efforts to reform education over the past two decades, the census results suggest that much more work is required.

In this context, the University of Belgrade’s “Platform of the Eight Deans”, featured in this special edition, is gaining recognition for its reasonable and optimistic message. The Platform identifies critical issues in the Serbian education system, highlighting the diminishing dignity of the teaching profession, financial hardships faced by teachers and a decline in the quality of education. It serves as a call to action, emphasising the urgent need to restore dignity to teachers through decent pay, protection and respect. The proposed measures are framed as being viable and capable of creating significant improvements in a relatively short period. This narrative underscores the crucial role of education in Serbia’s future and stresses the Platform’s commitment to immediate and effective solutions to preserve and enhance the education system.

Serbian Minister of Education

WE UNDERSTAND DIGITALISATION’S CHALLENGES AND OPPORTUNITIES

Serbia is striding towards confronting all the changes dictated by contemporary global trends and is ready to respond to all the challenges in the field of education imposed by digitalisation and the fourth industrial revolution

Despite artificial intelligence and new technologies presenting new and major challenges to the education system, they also create opportunities, says Serbian Education Minister Slavica Đukić Dejanović. For example, it is a challenge to prepare pupils and students for the jobs of the future, and to prepare schools and teachers to use new technologies in their work and their approach to teaching and learning. That’s precisely why improving teaching content in primary and secondary schools in accordance with the needs set by the advance of artificial intelligence has been established as one of the goals of the Strategy for the Development of Artificial Intelligence in the Republic

In the second education cycle, from the fifth to eighth years of primary school, Informatics and Computing was introduced as a mandatory subject from the 2017/18 school year. Apart from this, fifth to eighth year pupils also have Engineering and Technology as a compulsory subject.

In secondary education, artificial intelligence forms part of the curriculum of several school subjects, mostly elective ones. For example, in the fourth year of high school, alongside other elective subjects, pupils can choose Modern Technology and thus learn about artificial intelligence.

“Given that artificial intelligence plays a significant role in people’s lives, the education system – like all other areas – has also

PEER-TO-PEER VIOLENCE IS A COMPLEX SOCIAL PHENOMENON REQUIRING THE ENGAGEMENT OF NOT ONLY THE EDUCATION SYSTEM, BUT ALSO THE SOCIAL AND HEALTHCARE SYSTEMS, THE PROSECUTION, THE POLICE, THE LOCAL COMMUNITY AND PARENTS

of Serbia for the 2020-2025 period.

That’s why, according to Minister Đukić Dejanović, artificial intelligence has its place in the curriculum within the subjects of Informatics and Computing and Engineering and Technology, while reviews of this theme are also evident in the subject of the Digital World.

The Digital World has been a compulsory subject within the first cycle of primary education from the first to fourth years of primary school as of the 2020/2021 school year. The general aim of teaching and learning in the Digital World is to develop students’ digital skills and thus enable them to safely and intelligently utilise digital devices for learning, communication, collaboration and developing algorithmic/computational thinking.

recognised the importance of this segment of development and artificial intelligence has a clear place in the curriculum,” concludes Đukić Dejanović.

To what extent are the opinions of teachers included in education reform processes?

— The work of the Ministry is defined by the Strategy for the Development of Education until 2030 and accompanying Action Plan, and we work in accordance with that, in consultation with all relevant stakeholders.

The priorities include making education even more accessible and increasing the support provided to vulnerable groups, as well as further supporting gifted and talented pupils and students.

We will continue to improve conditions for work and learning through the implementing of infrastructure projects for the renovation and construction of nurseries, schools, colleges and dormitories, but also through the modernisation of teaching work and programmes. The Ministry, together with competent institutes and professional bodies, will continue to serve as support to the advancement of education and the teaching paradigm through the creation of a new, modern conception of schools. This naturally also encompasses training for teachers in the most varied fields, the goal of which is to improve the skills of education personnel.

The results of the PISA (Programme for International Student Assessment) survey were the same in 2023 as they’d been back in 2019, and they weren’t overly favourable. What provides reason for optimism over the possible improvement of these indicators?

— PISA testing can’t be viewed from the perspective of just a single cycle. The results of the PISA 2022 survey were published in December 2023, with that research including the participation of approximately 690,000 students from 81 countries, while Serbia had the participation of 6,413 15-year-olds from 183 schools. They solved tests in reading, mathematics, scientific literacy and creative thinking.

The results for cognitive domains have already been published, while the results in the area of creative thinking will be known by this spring.

Serbia ranks in 40 th place in reading and science, and is 42nd in mathematics, which represents an improvement compared to 2018, when it was ranked 45th in reading and 46th in science and mathematics.

Despite the fact that a proper picture of the education system

FOUNDATION

Teachers, expert associates and directors of educational institutions are crucial to creating change and represent our most important resource in modernising the teaching process PROGRESS

We amended legal regulations at the level of primary and secondary education in order to clarify procedures and actions in cases of violence

SUPPORT

Schools need to be provided with direct support through pedagogical instructional work and the provision of mentoring support

isn’t created only on the basis of this result, this survey provides us with an opportunity to compare ourselves with other education systems, and this research should direct our efforts towards creating better, higher quality and more effective education.

The mass shooting at Belgrade’s Vladislav Ribnikar Primary School raised the issue of safety in schools in the most painful possible way. What steps has your Ministry taken to improve safety in schools and to support children and parents?

— Much has changed, starting with the way this school year began. We focused more on discussing virtues and values with pupils, as well as thematic teaching.

We amended legal regulations at the level of primary and secondary education in order to clarify procedures and actions in cases of violence.

PUPILS IN THE FOURTH YEAR OF HIGH SCHOOL CAN CHOOSE TO LEARN ABOUT ARTIFICIAL INTELLIGENCE

This raft of legal amendments envisages the strengthening of the social education function of schools, as well as the implementation of previously established measures to better prevent and more effectively respond and take action in cases of violence in schools. Apart from that, it will also contribute to increasing the responsibility of all those engaged in school life, but will also expand possibilities when it comes to social education work. These new developments also provide the possibility to reinforce social education work beyond school premises with pupils who commit acts of violence or exhibit problematic behaviour, the possibility of work that serves society and the engagement of schoolchildren with-

in the framework of reinforced educational work, shortened deadlines for initiating and conducting disciplinary proceedings in cases of serious violations of pupils’ obligations, as well as postponing the enrolment of pupils in high school while disciplinary

proceedings are conducted. Likewise, it also envisages more intensive cooperation and communication between all institutions dealing with violence – schools, the Interior Ministry, Centres for Social Work, local communities and others.

TICKET TO THE WORLD’S TOP UNIVERSITIES

C H A R T W EL L Towards Excellence

longest-standing private schools in Serbia, which has been striving towards

perienced teachers. Their goal is never merely to teach a lesson or pass on their knowledge, but to show empathy and develop the 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 excursions and theatre or museum visits, to celebrating World Book or UN Day, all aimed at fortifying the school spirit, friendship and great family-like atmos-

phere. Our Poetry Night, End of Year Performance or Charity Bazaar are always eagerly anticipated annual events that bring joy to the whole community.

Therefore, whether it’s through displays of their wits or talents, working hard or having fun, Chartwell International School is a place where students thrive, where they establish life-long friendships and that serves as a stepping stone to future success in their career and life.

HAPPY CHILDREN ACHIEVE EXCELLENCE

BIS has gained recognition from both the UK Department for Education and the Serbian Ministry of Education. The school today spreads across three campuses: one primary and two secondary GARETH

EVANS

Head of the BIS Primary School

he main BIS curriculum is the National Curriculum for England, which is aligned with most leading British International schools. However, it is adapted in many ways to the Serbian and international context.

TOver the past 27 years, the reputation of our school, including the enrolment process, has become widely known

Could you walk us through what parents need to do if they wish to enrol their child in the BIS nursery or primary school?

— The first step is to arrange a meeting with the head of admissions, who will walk parents through the enrolment process. Following this, the parents and child will be offered a tour of the school, meeting the head and other teachers, as well as the children. Should parents wish to take this further, then a trial day will be organised to see if the parents and child are happy with what we offer at BIS, as this is a mutual process. Provided everything goes to plan, we then accept the child through the whole academic year. One of the joys of working at an international school is that the children are used to new children joining their classes and newcomers are welcomed very easily indeed; most transfers are seamless.

How does the BIS curriculum cater to both British and Serbian

educational standards, as well as the international standard?

— Our curriculum is tailored to the needs of our learners, many of whom are Serbian. We place great emphasis on our host na -

both native and non-native learners, once their level of English is proficient. Our main curriculum is the National Curriculum for England, which is in line with most leading British International schools. However, it is adapted in many ways to our Serbian and international context.

Your school places a strong emphasis on student wellbeing, fostering a sense of community and cultivating a love for learning. Can you elaborate on why these aspects are prioritised and how they contribute to the academic success of your pupils?

— I believe that it is very important for young children to have a love of learning, to feel happy and safe in school and to want to come to school every day to learn. In facil-

WE BELIEVE THAT IT IS VERY IMPORTANT FOR CHILDREN TO HAVE A LOVE OF LEARNING, TO FEEL HAPPY AND SAFE IN SCHOOL AND TO WANT TO COME TO SCHOOL EVERY DAY TO LEARN

tion and celebrate many Serbian national events. For example, our Serbian teacher presents an annual assembly on Saint Sava. We also engage in many trips and outdoor activities to local museums and landmarks, celebrating the culture and history of Serbia. Our children have the opportunity to study Serbian, which is open to

itating this, their sense of self-esteem and self-worth will grow, increasing their confidence and developing strong characters. This is balanced with increased academic rigour and high standards. In order to achieve excellence, children should be happy. Without happiness, a child will not thrive and achieve excellence.

ALWAYS LOOK TO THE HORIZON

The British International School in Belgrade has offered an education that broadens perspectives and encourages and inspires students to do their best for more than 25 years

The focus of BIS is on providing an engaging and inspirational learning environment and curriculum that lead to fully rounded learners who are knowledgeable, confident and creative, and able to access the finest learning institutions worldwide.

This is your second year as head of the BIS Secondary School and your fourth year here in Belgrade. What motivates you to live and work in the Serbian capital?

— First and foremost, I enjoy working with young people, which brings with it huge rewards and, of course, challenges. When I first moved to Belgrade, I didn’t expect to stay here for more than a year. However, I was really struck by the amazing young people we have at BIS and that had the biggest influence on my decision to stay longer. Our children hail from a number of different countries and have a range of backgrounds, and they offer so much to the school and each other. I will often see students welcoming newcomers to the school; going up to them personally, saying hello and asking interesting questions in order to get to know them. There is a real sense of ‘togetherness’ at the school. Of course, the other crucial factor for me was the people I work with. My colleagues are incredible.

They all put the children front and centre of everything they do and this chimes with the teacher I am. When I considered applying for the Head of Secondary position, I did so already knowing that the staff I would work with are highly professional and dedicated teachers.

What role do extracurricular activities play in BIS and how much importance do you place on this as a school?

— Our focus is on providing an engaging and inspirational learning environment and curriculum that lead to fully rounded learners who are knowledgeable, confident and creative, and able to access the finest learning institutions worldwide. We are fully cognisant of the fact that a rich, robust curriculum only goes part of the way towards preparing our young people for life’s journey. We believe strongly in students moving beyond their comfort zone and adopting a growth mindset. Our extracurricular activities are al-

WE BELIEVE STRONGLY IN STUDENTS MOVING BEYOND THEIR COMFORT ZONE AND ADOPTING A GROWTH MINDSET

ways evolving, but include facilitating engagement with political discourse through the model UN programme. We run filmmaking and photography clubs, as well as offering competitive sports within the school and beyond. Our educational trips include local institutions as well as field study tours to Iceland.

How do you see the British International School changing over the next few years?

— I think we are like any organisation in so far as we should always look to the horizon. We embrace change and are always looking at what we can do as a school to respond to the challenges of today and prepare for the future. We follow the Cambridge International Programme for Science, Maths and English at key stage 3 (ages 11-14) and for IGCSE and A level (15-18). Cambridge does an excellent job of reflecting on its content and updating it for a changing world. In other areas, we have the scope to develop schemes of work that fit not just with British International Schools, but also within the rich cultural context of Serbia. We recently added three more IGCSEs to our programme of study, which we did in response to student demand. I think we will continue to respond to our students and the fast-changing world around us.

We follow the Cambridge International Programme for Science, Maths and English at key stage 3 (ages 11-14) and for IGCSE and A level (15- 18)

JARROD GAINES

Head of the BIS Secondary School

THE INTERNATIONAL SCHOOL OF BELGRADE

LAYING STRONG FOUNDATIONS

Founded in 1948, the International School of Belgrade (ISB) is an independent, co-educational international day school that enrols students from ages three to eighteen

As an authorised IB World School, ISB provides a high-quality, college-preparatory education with an emphasis on internationalism and global responsibility. The curriculum is designed to serve a multi-national student body using English as the language of instruction.

For ISB’s year 12 students, graduation isn’t just a ceremony; it’s the culmination of years of hard work and dedication, supported by a team of committed educators. At the heart of this system lies our University Counseling Office and Diploma Coordinator, who offer personalised assistance with university applications, standardised testing and career exploration. Our team helps students identify their strengths, interests and goals, navigating the often-daunting university selection and application process. With individualised attention and a wealth of resources, students are empowered to make informed decisions about their future academic and professional endeavours.

Beyond academics, ISB’s Diploma Coordinator and teachers play crucial roles. Coordinators offer emotional support and monitor progress, while teachers invest their expertise in each student, ensuring they not only excel academically, but also develop the skills and confidence required to succeed beyond high school. Central to our approach is the recognition that every

student is unique, with distinct aspirations and talents. To this end, our counsellors work closely with individuals to tailor their post-secondary plans to align with their aptitudes and goals. Whether a student dreams of pursuing a career in the arts, sciences, humanities, or any other field, we strive to connect them with opportunities that will nurture their passions and unlock their full potential.

ISB celebrated its 70th year of Excellence in Education in 2018, with thousands of children having passed through its portals of knowledge over the decades since the school was founded. In addition to individualised support, ISB provides opportunities for students to explore their interests and gain real-world experience. Initiatives like the ISB Career Insight Day and visits from university representatives expose students to a diverse range of career pathways and higher education options, helping them make informed decisions

about their future. By connecting students with alumni and professionals in various fields, we inspire them to pursue their passions and seize opportunities for growth and exploration.

The journey towards life after high school begins long before graduation day. At ISB, we understand the importance of laying a strong foundation early on to ensure that students are prepared for the challenges and opportunities that lie ahead. Our homeroom programme is designed to help students develop self-awareness, explore their interests and build a strong academic and extracurricular profile. Through experiential learning opportunities, community service projects and guidance, we empower students to become well-rounded individuals ready to provide meaningful contributions to society.

As graduation approaches, ISB celebrates the journey of its graduating class. This is a moment to acknowledge the hard work, dedication and perseverance that brought them to this pivotal moment. The school’s transition programme embodies ISB’s commitment to nurturing the success of its graduates, preparing them not only for the challenges of higher education, but also for the opportunities and experiences that await beyond. So, as ISB bids farewell to its graduating class, it does so with confidence, knowing its students are wellequipped to thrive in the next chapter of their lives.

TWO DECADES OF KNOWHOW

Ruđer Bošković is a unique educational system that comprises the first private primary and secondary schools to be accredited by the Education Ministry of the Republic of Serbia and the International Baccalaureate Organisation

IVANA VUKMIRICA BAĆANOVIĆ

Head of the Ruđer Bošković Secondary School

Apart from internationally recognised diplomas that open the doors to the world’s top educational institutions, Ruđer’s pupils receive high-quality general knowledge and skills. The learning process also unfolds beyond the classroom, through excursions, recreational classes, student exchanges, daytrips and camps for languages and various sports.

Ruđer Bošković last year celebrated its first 20 years of suc-

cess, and today you have many reasons to be satisfied and proud.

— Our school is characterised by the latest teaching methods, the implementation of numerous extracurricular activities, but also classes limited to 10-20 pupils, while English is the language of instruction. Apart from attending regular classes, pupils can also take advantage of numerous free-time activities in various fields: sport, dance, art (design, choir, film, dramatic art), foreign languages, linguistics, journalism, mathematics, physics, chemistry, history, ecology, chess and much more. The learning process also unfolds beyond the classroom, through excursions, recreational classes, student exchanges, daytrips and camps for languages and various sports.

Our school has also been successfully implementing the International Baccalaureate Diploma Programme since 2006 and our graduates are today studying at prestigious world universities like UCL, Warwick University, the London School of Economics, the University of Hong Kong and Bocconi University.

Is it important to you that your young graduates leave Ruđer fully prepared for their further studies and life in the 21st century?

— We strive to encourage creativity, problem solving, teamwork, entrepreneurship and communication skills, thus aligning our teaching with the competencies required for both further academic studies and the labour market.

It is important to you that your pupils discover their talents and proclivities; that they mutually connect. How do you encourage that?

— Our school has a comprehensive extracurricular programme (Creativity, Activity, Service - CAS), which represents a modern framework for experiential learning that’s conceived in such a way as to engage pupils in new life roles. An emphasis is placed on practical action that doesn’t take place in the classroom and through which activities with real life consequences unfold. After carrying out the activities, the students are tasked with writing down their thoughts about what they’ve learned and how much they’ve been effected by what they’ve done, but also how it impacted other participants in the project. Such activities are aimed at encouraging expansions on, or the application of, that which has been learned in the classroom through regular subjects. This can mean applying scientific theories in the scope of environmental protection or applying technology to design items that will be helpful to certain social groups, such as people living with disabilities and the like.

One of the most important aspects of CAS is cooperating with others, doing joint work on projects, developing an awareness of oneself and others, volunteering and humanitarian work, all of which ennoble one’s personality in multiple ways and encourage self-confidence. The personal initiative and interests of pupils are brought to the fore, so it is actually their ideas that are implemented at the level of the class and passed on to future generations.

We’ve been organising international student exchanges since December 2016. We decided to launch these projects to give our pupils the opportunity to:

* gain international experience and lay the foundations for their future as responsible citizens of the modern world by staying with a host family and familiarising them-

selves with other cultures and customs, lifestyles and worldviews;

* acquire new skills, primarily those related to communication and cooperation, but also to develop a spirit of teamwork and personal initiative and responsibility;

* develop personally in order to be more open-minded, caring, communicative, courageous and predisposed to considering different perspectives.

Tuition fees at your school cover not only the costs of basic teaching services, but also additional services. What are all the elements encompassed by that?

— Tuition fees encompass regular classes, optional classes, seminars and research projects, preparatory classes, all of which are included in basic services, but also nutrition, healthcare and protection, security supervision, IT support, wardrobe services, textbooks, stationery, daytrips, visits and excursions.

world around them by identifying, understanding and using data gleaned from experts or peers.

In order for them to approach the learning process with understanding and due attention, we also develop the cognitive skills that are important for the development of creativity and a critical mindset. In developing such skills, our pupils evaluate the quality of various

OUR SCHOOL HAS A COMPREHENSIVE EXTRACURRICULAR PROGRAMME (CAS), WHICH REPRESENTS A MODERN FRAMEWORK FOR EXPERIENTIAL LEARNING THAT’S DESIGNED TO ENGAGE PUPILS IN NEW LIFE ROLES

You often note with pride that your pupils are principled, honourable and well-educated young people. What else characterises the typical ‘Ruđerian’?

— Our pupils approach the contents through a research spectrum. In the knowledge that they have ahead of them a need to handle themselves in a complex world of information, we teach them how to find and interpret it. With the development of their research skills, our pupils learn how to search literature and how to use and evaluate information effectively. Similarly, we also direct them towards exploring the

sources of data, but also the quality of their own learning process. They analyse their own strengths and weaknesses, but also begin considering alternative and creative ways of solving problems. Through cognitive skills, they become active participants in the learning process.

Communication skills are important for our pupils’ public appearances, discussions, written works and presentations. Through these activities, they learn to express themselves clearly, respect the opinions of others and accept feedback. Our pupils practice expressing themselves in multiple languag-

es and respect academic forms of writing. As skilled communicators, they become adaptable to cooperation in different environments, with respect for cultural differences.

Through the development of social skills, our pupils learn to collaborate, delegate duties and take responsibility. It is particularly important for them to respect the contributions of others and understand their own role in the learning process or in a research project. Our pupils know what it means to accept a leadership role, but also how to collaborate and understand one another.

As active participants in learning and research processes, our pupils learn how to plan and organise their time and tasks, but also how to conquer new challenges, understand and overcome obstacles and interpret their own emotions. Through these skills of self-regulation, they develop a healthy and balanced attitude towards their tasks and their own strengths and weaknesses. We support them in this through regular consultations and by devising individual interventions that are able to benefit them, as well as through the careful planning and distribution of responsibilities.

Over the course of these twenty years, our pupils have participated in various competitions and demonstrated that they are talented in many areas. We can so far boast of significant achievements in mathematics, geography, linguistics and foreign languages.

Our school is characterised by the latest teaching methods, the implementation of numerous extracurricular activities, but also classes limited to

10-20 pupils, while English is the language of instruction

THE PAN-EUROPEAN EXECUTIVE MBA: A UNIQUE WORLD-CLASS DUAL DEGREE MBA AT CITY COLLEGE, UNIVERSITY OF YORK EUROPE CAMPUS IN BELGRADE

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Two degrees from two leading European Universities CITY College, University of York Europe Campus, together with the Faculty of Economics and Management of the prestigious University of Strasbourg, jointly offers a world-class, dual degree programme specifically designed for today’s managers and business professionals: the Pan-European Executive MBA. Graduates are awarded two degrees, one from the top British University of York (147th in the world, Times Higher Education – THE 2024) and one from the prestigious French University of Strasbourg (18 Nobel prizes).

Read more about the programme’s key features (link za digitalno izdanje)

Three exciting Study Trips to York (UK), Strasbourg (France) and Thessaloniki (Greece)

In addition to the dual degree, as one of the programme’s key features that make it unique, the Pan-European Executive MBA also stands out due to the fact that it offers its students a truly international experience. The three exciting study trips – to York (UK), Strasbourg (France) and Thessaloniki (Greece) – that are included in the programme enhance the programme’s genuine international character,

SIX MANAGEMENT SPECIALISATIONS

MBA participants are able to specialise in one management area by choosing one of the six available MBA specialisations: General Management, Marketing, Finance, Logistics and Supply Chain Management, Health Care Management, Human Resource Management

as MBA participants from all cities (with more than 20 nationalities) attend joint classes, share best practices and enjoy invaluable networking opportunities.

Face-to-face or Online delivery mode (one weekend per month)

Another significant feature of the programme is its exceptional flexibility. The Pan-European Executive MBA programme is accessible to busy executives who wish to combine work and study, as students may choose between the Executive Mode (face-to-face delivery plus 3 study trips) or the Executive Mode Blended (synchronous online delivery plus 3 study trips), enabling professionals to study in a format that suits their work and personal life. Lectures are held (in English) in three-day sessions, which take place one weekend per month (Friday, Saturday and Sunday). The programme is completed in two years.

More information:

york.citycollege.eu/mba_sr

Tel: 011 715 6905

Email:

serbia@citycollege.york.eu

TAUGHT BY A TEAM OF DISTINGUISHED ACADEMICS AND INDUSTRY EXPERTS

The Pan-European Executive MBA is taught by a team of distinguished professors from renowned universities worldwide and industry experts who bring their knowledge and expertise to the MBA classroom.

MBA PROGRAMME ACCREDITED BY AMBA AND CMI

The Pan-European Executive MBA programme is part of an exclusive global group of accredited MBAs by AMBA. It is also accredited by the Chartered Management Institute, UK (CMI). MBA graduates may receive an additional qualification: the L7 Diploma in Strategic Management & Leadership Practice by the CMI.

SCHOOL TAILORED TO THE CHILD

The Kosta Cukić Secondary School and Private Mihailo Pupin Primary School have inherited the best traditions of education, which they combine with the latest achievements in expert and pedagogical work with children

PREDRAG SAVIĆ

Founder, Director and Chairman of the School Board of Secondary School Kosta

Cukić

Attractive and comfortable premises and state-of-the-art technologies, combined with modern teaching methods and curricula, openness, an individual approach and care for each individual pupil, give rise to the special atmosphere of intimacy that defines a good school. And Mr Predrag Savić explains why that is important in this interview.

As an economics graduate, what motivated you to enter the education sector?

— My reasons weren’t professional – one doesn’t enter the education sector because of the potential to

generate great profits. My decision was personal and motivated by a desire to help the school at which two of my children were then being educated. The Kosta Cukić Secondary School began operating a full 20 years ago, with the aim of becoming a European-style school with the highest educational standards through a serious and high-quality curriculum. My initial intention was to use my expertise to reinvigorate and improve a system that had “stumbled”, and I then realised, once my youngest daughter had also graduated, that I am permanently attached to the school and that this work brings completely new meaning to my life.

Given that you had no competition when you started, what guided you in defining the curriculum and operational method?

— It’s true that there was very little competition initially. We were looking to create a concept tailored to the young people who were then enrolling in secondary school. The foundation was, and remains, the national curriculum prescribed by the Ministry of Education, to which we added everything that represents the legacy of our school today. We added an individual approach, care for each individual pupil and state-of-the-art technologies combined with modern teaching methods, openness and programmes that are specially adapted for pupils coming from abroad – from China, Russia, Norway etc. – as well as a special programme intended for pupils who

deal, seriously and with commitment, with different sports that they want to one day compete in professionally.

How many education profiles do you have and which of them are the most popular?

— Apart from the two aforementioned programmes – created for talented athletes and international students – we also have seven official course programmes (general gymnasium high school studies; gymnasium high school for children with special abilities in IT; gymnasium high school for audio-visual and performing arts, economic technician, legal/business technician, tourist technician and tourism organiser). When it comes to the popularity of certain course programmes, it varies because there are trends – just as there are in everything else in the lives of young people. It currently seems as though there is slightly more interest in gymnasium high school course programmes (IT and general studies), but, as I say, perhaps next year everyone will have a desire to study economics!

Does contemporary schooling imply modern school premises and modern teaching resources?

— It is my belief that order around us also creates order within us! That’s why we came up with premises that are attractive, orderly, functional and stimulating, ad equipped with the latest teaching resources! Modern teaching resources are very important today, especially in the system of secondary education. Computers, tablets, standard interactive

whiteboards, LCD and Android TVs, projectors and video beams bring dynamism to the teaching process, giving the impression that the pupils master the intended material easier and quicker, which automatically leads to teachers being satisfied, as they see the payoff from the effort that they constantly exert in preparatory work.

When it comes to the reasons parents enrol their children in your school, they most often cite

it our school and convince themselves of the veracity of everything I’ve said.

Your daughter is following in your footsteps. How do you view her endeavour?

— Leading by example... I really believe in that expression.

It is true that my eldest daughter is this year launching the Mihajlo Pupin Private Primary School. She channelled into it everything that she has been able to learn

I EXPECT THE MIHAJLO PUPIN PRIVATE SCHOOL TO BE AMONG THE MOST PRESTIGIOUS PRIMARY SCHOOLS IN SERBIA AND BEYOND

small classes, single-shift and care for each individual pupil. Is that focus on caring for the children as individuals that’s crucial?

— If you want to have a good school, everything is crucial – from a well-organised timetable and schedule, all the way to attractive excursions! However, I would agree that caring, but really caring about the children, is what makes the difference. The credit for that care for the children, which also creates a special atmosphere of intimacy, belongs to the teachers and expert associates. I merely adapted to it. I support and help my colleagues and personally enjoy that togetherness.

In order to demonstrate this and for it not to merely be words on paper, I invite you and all the readers of your esteemed magazine to vis-

through our approach to education, in which the wellbeing of pupils, fundamental care for them and a high-quality work plan are actually what ultimately make a difference on the market and are inextricable parts of our DNA.

A lot of that is probably also in our family relationships and the values that I tried to pass on. On the one hand, I insisted on education and developing in my children a love for school and learning, while on the other hand they were able to witness my initiative and entrepreneurial spirit, and to learn to take action immediately when they have a vision and a desire to improve and fix something in society.

I’m extremely proud of my Ivana; of the amount of care and ded-

ication with which she took on this endeavour and the extent to which she strives every day, through every segment of work and the organisation of school activities, to advance the concept of basic education in our country. I can already state with certainty that I expect the Mihajlo Pupin Private School to be among the most prestigious primary schools in Serbia and beyond.

What is the key advantage of this school and why do you have such belief in its future success?

— I could single out multiple factors: a working method that implies synchronising the regular, mandatory curriculum and numerous extracurricular activities in order to encourage the greater involvement of pupils in the school’s programmes and in building a positive attitude towards school and learning. Then there’s the school’s outstanding teaching staff, as confirmed by the fact that the best teachers in Serbia have been selected to work with the children.

I must also emphasise the fact that the Mihajlo Pupin Private Primary School has inherited the best traditions of education and combines them with the latest achievements in expert and pedagogical work with children. And finally, I’m particularly proud of Ivana because of her vision in launching a school that strives to be an extension of the home, because education is most successful when it is rooted in love, understanding and respect for cultural heritage.

The Kosta Cukić Secondary School began operating a full

20 years ago, with the aim of becoming a European-style school with the highest educational standards

LEARNING IS BEST THROUGH PLAY

The Children’s Innovation Center deals with the educating of children and young adults in the fields of robotics, computer programming and electronics through courses that foster an interest in science in the best way

ANICA PAVLOVIĆ CEO, Children’s Innovation Centre

We provide an education for children from the earliest age until the end of secondary school. The age groups are small and narrowly defined, such that a single educator works with a maximum of six children, thereby ensuring high-quality work, the dedication of mentors and productive cooperation between participants – explains Anica Pavlović, founder of this unique education centre and programme.

“This beautiful story and mission began in 2012 at the University of Belgrade Faculty of Electrical Engineering, when, as part

of a team, I implemented a programme for the education of the children of employees of company Comtrade using LEGO Education sets. Back then we already knew that LEGO isn’t just a toy, but rather that it’s probably the most serious tool for learning STEM sciences, especially robotics and programming for various age groups. The effects of learning in a practical way, through play, which very quickly became visible, aroused in me additional interest and a desire to make the acquiring of future skills available to as many children as possible nationwide across Serbia.”

Three-year-olds also know how to make robots

— “The education experts of the Children’s Innovation Centre, (www.dic.rs) working in collaboration with professors of technical faculties, created programmes that gradually introduce children to the world of the technical sciences, building a deep understanding of the basic postulates of robotics (mechanics, physics, electronics, machine learning etc.), developing programmers’ logic and forming the knowhow and experience that are important not only for the jobs of the future, but also for overcoming challenges in everyday life. Children from the ages of three to 16 can take our courses, while we work with young adults up to the age of 19 when it comes to preparations for competition.

“Children at the earliest age, from three to five, learn so-called offline programming, without the use of a device. The aim is for them

to understand the flow of a program, cause and effect relations, but also to understand the basic logic behind the process of giving instructions to a robot. Our goal is to develop their fine motor skills, emotional intelligence and social skills.

“Younger primary school children and preschoolers construct robots in accordance with instructions and program them to perform specific tasks. They discuss algorithms prior to creating a program, while the older ones also draw an algorithm outline, because the basic idea is for them to understand the way a program is built, and the way in which it is required to relay that to the machine in order to gain the desired result. Our focus in this period is on teamwork and learning from mistakes.

“Older primary school children engage seriously in construction and mechanics, making fully autonomous robotic systems, initially using a program similar to Scratch for the programming, and subsequently Python etc.”

Programming classes aren’t to be missed

— “The basic aim of the lesson is to get robotic system running, to breathe life into it and for it to serve its purpose. This is where coding comes into play, without which everything would be meaningless. Programming specific tasks, testing what has been programmed on the spot, spotting and correcting mistakes, and repeating that process a huge number of times, enables the child to develop their critical thinking skills

and logical reasoning and acquire tenacity. We are in no hurry to introduce new programming languages, because we are advocates for the notion that syntax can be learned easily by everyone provided they have acquired and developed a good command of basic programming logic.

“A statement that is often repeated by parents and represents perhaps the most precious compliment we receive is “our child has been refusing to attend other activities for some time, but coming to your robotics classes is not questioned”. I believe that says a lot about us; about the way our educators work with children and the programme itself, which is a lot of fun for children of various ages. Play is a child’s natural state, unconstrained exploration, making and learning from mistakes, and we strive to provide them with the chance to do that in every lesson.”

Serbia and the region, are excellent for school-aged children. And the parents are delighted, because they can make the celebration simultaneously fun and educational. That’s why we often see one birthday celebrating resulting in five or six other children from the same class subsequently scheduling a celebration with us, which they will all attend with the same enthusiasm and interest.

“Apart from commercial content, the Children’s Innovation Centre (www.dic.rs) also pays great attention to its CSR projects. Our goal is to secure free workshops, lectures, competitions and other educational activities focused on STEM sciences for the largest possible number of children and young adults throughout Serbia and the region, and we are assisted in doing so by socially responsible companies.

“We are particularly proud of the Vukobratović Days of Robot-

IN COOPERATION WITH DISCOVER SERBIA, WE OFFER INNOVATIVE “LEGO TEAM BUILDING PROGRAMMES” FOR COMPANIES WANTING TO IMPROVE THE TEAMWORK AND PRODUCTIVITY OF THEIR EMPLOYEES

LEGO birthdays – unique in the region

— “We are also proud of our LEGO birthdays, which represent a complete experience for the child celebrating their birthday and for their guests – children spend the time in an intelligent and useful way, learning something new, relevant and interesting. After the educational part, which implies robotics workshops, we add a competitive element: they work in teams to execute various tasks within the scope of the LEGO challenge, which creates an incredible atmosphere.

“These kinds of birthday celebrations, which are unique in

ics event (vukobratovicevidani.rs), which is held in the building of the Faculty of Electrical Engineering in Belgrade. The central part of this event is an international competition intended for children aged from four to 19. Last year’s event attracted more than 5,000 visitors and over 500 competitors from across Serbia and around the region. Participation was completely free of charge for both visitors and competitors. This year’s event will take place in December.”

Programmes also available during the summer break

— The Children’s Innovation Centre (www.dic.rs) currently op -

erates at two locations in Belgrade – in New Belgrade and Stari Grad – but also in Pančevo, Novi Sad and Užice, and at 11 major companies. We organise camps for children during the summer and winter school holidays, on Kopaonik and Zlatibor mountains. Alongside regular activities conducted within the framework of our locations, we are particularly proud of our large number of successful multi-year partnerships with different companies. As a significant benefit, large and responsible companies that take care of their employees often offer our workshops, courses and camps, New Year celebrations, family days and other activities for the children of their employees.

“Apart from this, in cooperation with Discover Serbia (www. discoverserbia.rs), we offer innovative “LEGO team building programmes” for companies wanting to improve the teamwork and productivity of their employees. “Our team of experts is committed to creating tailored activities that are conducted professionally and with high quality, and that offer employees an opportunity to be liberated from the stress and routine of their work environment, while at the same time building stronger bonds with colleagues, developing creativity and improving communication, all of which is achieved through fun LEGO Challenges.”

Children from the ages of 3 to 16 can take our courses, while we work with young adults up to the age of 19 when it comes to preparations for competition

A SECOND HOME FOR HAPPY CHILDREN

The HAPPY KIDS education system was founded 17 years ago. Today it is the leader in the field of preschool education in our country, in the region and in south-east Europe. As a recognizable brand, it has a huge potential for expansion

TATJANA RACKOV SINADINOVIĆ

Good kindergartens follow the highest global trends in terms of work models and access to children and families, but also their interior design, equipment and working materials – explains our guest. Besides all this, she has built into her kindergartens a lot of love, expertise responsibility, creativity, commitment and ambition

You made Happy Kids to suit to your eldest son and your fam-

ily. Were you aware that Belgrade needed just such an education system?

— You must have strong desires if you want to fulfil them well. I wanted a lot, I knew how and I knew why. I had a clear vision and I was not afraid of challenges, but I walked towards them boldly. In building HAPPY KIDS I was guided by my moral principles, the most precious traditional family values, my love for children and the desire to create the happiest and best empire for children to grow in. That’s why I gathered a team of selected colleagues. I instilled in them the key HAPPY KIDS values and helped them live those values.

For 17 years I have been creating my HAPPY business world. I

am glad that thanks to my knowledge, diligence, focus and faith in myself, I was able to set preschool standards that everyone looks up to today. HAPPY KIDS is an identity card of me as an entrepreneur, but also of me as a mother.

Internet video-surveillance, with which parents monitor their child’s activities in the kindergarten, was the biggest feature and innovation of HAPPY KIDS, when we appeared in Serbia. From then until today, we have been known for our good price-to-quality ratio, and we are currently working on developing the concept of providing free services to all subsidized families of our children.

Expanding capacity went quite naturally, because there was always a demand for more space in your kindergartens. How many locations do you operate now and how many children do you take care of?

— HAPPY KIDS is today a leader in the field of preschool education in our country, but also in the region and the entire south-eastern part of Europe. The HAPPY KIDS preschool facilities are located in eight densely populated areas of Belgrade: Zvezdara, Palilula, Novi Beograd, Vračar, Voždovac and Savski venac. At the moment, around 700 children find their ‘second home’ in our kindergartens, cared for by a large number of professional educational staff.

As a recognizable brand with clearly defined business standards, HAPPY KIDS has a huge expansion potential both in Serbia and in the region, but also among the diaspora in European countries.

Manager and Owner of Happy Kids Preschool

Over the last two decades, the habits and needs of parents and children, and even the children themselves, have changed. Is this why you are continuously improving your work programmes?

— True values endure regardless of social change. In our work, we apply the programme prescribed by the Ministry of Education, Science and Technological Development of the Republic of Serbia, but we also follow and implement the finest world trends in preschool and school education of children in our programme. HAPPY KIDS has created a rich and recognizable assortment of basic services that are unsurpassed in the quality of their content. In addition to preschool education services, we provide a whole range of additional activities - sports, cognitive and language services, and children’s tourism.

Despite all the changes, some things always remain the same - children need a safe environment for growth, development, socialization and individual development. Do you put a lot of emphasis on that personal approach and on how the children feel?

terms of work models, access to children and families, but also in terms of interior design, equipment, materials and tools for working with children. The standards you set can be imitated, but not reached. That is why Happy Kids is known as the undisputed leader in the field of private preschool education.

Our institution has become synonymous with the highest standards of educational work, highly qualified staff, well-equipped premises, friendly service and affordable prices. Love, expertise,

HAPPY KIDS HAS BECOME SYNONYMOUS WITH THE HIGHEST STANDARD IN EDUCATIONAL WORK, HIGHLY QUALIFIED STAFF, WELL-EQUIPPED PREMISES AND AFFORDABLE PRICES

— For us, every child is a priceless treasure, an irreplaceable jewel, shining with a unique brilliance. As custodians of true life and family values, we strive to provide a better everyday life, a healthier and better quality upbringing for all children. We open the doors of the world to our children. We are creating the future of Serbia.

HAPPY KIDS kindergartens follow the highest global trends in

responsibility, creativity, dedication and ambition are the path we took to reach a leading position in the field of preschool education.

Our vision is that the children are happy in the present and successful in the future. Successful people are those who carry a dose of self-confidence, joy, happiness, and personal satisfaction. Self-confidence is a value that is built in childhood, it does not dis-

INTERNET VIDEO-SURVEILLANCE FOR PARENTS TO MONITOR THEIR CHILD’S ACTIVITY IN THE KINDERGARTEN WAS THE GREATEST INNOVATIVE FEATURE WHEN WE APPEARED IN SERBIA

appear and makes people exceptional throughout their lives.

We mentioned your eldest son, so it would be time to mention his sister Nina, who, like hundreds of other children, you helped to discover and develop their talents. Are you proud of all these gifted children?

— I am the mother of three children and they are the greatest result of my existence. I am extremely proud of them. Both my husband and I are active in business, so my children have had the privilege of learning that success is achieved through work, effort and personal commitment. As a dedicated mother, I enjoy following the wishes, aspirations and needs of my children. Even when they were small, I taught them to respect traditional life values, but also to recognize what makes them satisfied and happy. The working model of HAPPY KIDS has instilled in them a sufficient dose of self-confidence, so that today they can safely walk the paths they choose for themselves. Nina is an artist. A year ago, she won the role of the main heroine of the family film Vučje bobice (Wolf Berries), and now she is actively engaged in classical ballet. Vuk was a tennis player and a student at an international high school, he is interested in business and plans to study economics abroad. Mihajlo, whom you mentioned, is my eldest son. He is the child to whom I have dedicated my work. Thanks to his uniqueness and his need for an individual approach in upbringing and education, the business magic of HAPPY KIDS was born.

Right now around 700 children have their ‘second home’ in our kindergartens, cared for by a large number of professional educational staff

THE SCHOOL OF THE FUTURE IS A SCHOOL OF OPPORTUNITIES

Our vision is to provide children and young adults with a platform to create and learn through experience, via which they can connect, jointly create and learn from one another, with the support of expert mentors, educators and the professional community

MILOŠ ĐURIČANIN

Director of Strategy and Development at the Nordeus Foundation

There can be no successful students without empowered and dedicated teachers, without whom the school of the future won’t even exist. The specific mission of our organisation and the Group for Education is to support teachers during these times of civilisational change and accelerated technological development. This is how Miloš Đuričanin, director of strategy and development at the Nordeus Foundation, describes this initiative that brings to Serbian schools a new approach to learning for the 21st century.

“The school of the future also shifts the paradigm of the educational process, or the role of teachers in the teaching process, in which they will gain the role of a partner in building knowledge,

instead of merely having the currently ubiquitous role of imparting knowledge, while the student will become an active participant in the learning process,” explains our interlocutor. These postulates formed the foundation for the creation of the Makers Labs and other programmes that are being implemented, on the basis of European models, by the Group for Education, which includes –alongside the Nordeus Foundation – Junior Achievement Serbia, the Digital Serbia Initiative and the Centre for the Promotion of Science.

What are schools lacking today in order to be schools for the 21st century; and how do the Makers Labs complement the school of the future?

— The school of the future is a school of opportunities. In order for us to have empowered and dedicated teachers, we must create conditions under which the teacher can give their all and work adequately. We cannot raise the salaries of teachers on our own - that is the social responsibility of all of us and represents one of the important steps in changing our society’s attitude towards education.

We can nonetheless do a lot. The school of the future is part of an ecosystem, together with local communities, scientific institutions and businesses, which regulates itself in response to the changes brought by the future. The specific aim of cooperation within this ecosystem is to support teachers through the creation of new opportunities for their high-quality professional development, the improvement of conditions for implementing modern teaching methods that depend on the technological equipping of schools and adequate space for work, and finally through the repositioning of teachers’ role and value in society.

The aforementioned represent the goals of the initiative that led to the establishing of the Group for Education.

In this context, the Makers Lab is just one part of that initiative, which has the aim of improving the technological equipping of schools. This is a space within schools that enables us to keep pace with the need to change the

educational process and which replaces the traditional classroom model that’s designed exclusively for frontal instruction with the model of the classroom of the future, which enables the implementing of a new learning through project-based, multidisciplinary teaching and teamwork.

Alongside this, we are also working actively to pursue other stated goals – from the creation of support programmes and free training for teachers, to new programmes for pupils that prepare them for the digital economy. A special focus has been placed on building an ecosystem around schools in order for us to create a sustainable support system that depends on us and not on donors.

How did you come up with the design for the Makers Lab?

— The Makers Lab has been created with a view to the model of the

“Classroom of the Future”, which was developed by the European Schoolnet (EUN) – a network that gathers together 35 European member states and deals with innovation in education in the broadest sense. This is a unique innovative and multidisciplinary space that encourages experimentation and entrepreneurship among school children, while enabling teachers to take an innovative approach to teaching by interlinking multiple areas within the scope of one school lesson. With the practical application of acquired knowledge, through regular classes or additional Makers programmes, school pupils are encouraged to convert their ideas into reality and to create a clearer picture of their future careers by familiarising themselves with various fields.

We think of schools as community centres and spaces where

pupils have free access to a large number of different educational programmes, regardless of the main subjects that they’ve enrolled to study, through which they can advance and improve their knowledge and skills, and can do so in accordance with their personal interests that might not be part of their formal study programme.

What determines which schools can get a Makers Lab and how diverse are they?

— The Makers Lab and all support programmes implemented by the organisations that form part of the Group for Education have the aim of supporting the most important stakeholder in the entire educational process: the teacher. Our goal is to support all teachers who want to improve their work and the opportunities available to their pupils. We can thus say that the opening of a Makers Lab in a

I believe that we will open another 15 new Makers Labs as of this September

KNOWLEDGE

We think of schools as community centres and spaces where pupils can advance and improve their knowledge and skills, regardless of the main subjects that they’ve enrolled to study

ECOSYSTEM

The school of the future is part of an ecosystem, together with local communities, scientific institutions and businesses, which regulates itself in response to the changes brought by the future

INITIATIVE

The opening of a Makers Lab in a school depends primarily on the initiative of that school’s teachers and administrators

school depends primarily on the initiative of that school’s teachers and administrators.

We are limited only by the number of labs that we can open in one year, but we are learning fast: we have progressed from just four labs in one year to 11 during this school year, and I believe that we will open another 15 new ones as of this September. Makers Labs today exist in 14 Serbian cities and municipalities, and at least 10 more will have been opened by the end of the next school year.

We adapt Makers Labs to each school individually and donate

no more worthy goal for us to unite around than the future of our children; their education and opportunities to live well right here in Serbia.

The Group for Education, which – alongside the Nordeus Foundation – comprises Junior Achievement Serbia, the Digital Serbia Initiative and the Centre for the Promotion of Science, primarily gathered around this goal. Every lab we establish and programme we launch is a result of the incredible synergy of the dedicated work of more than 20 people from these organisations.

In just the first year of the Group’s work, we brought togeth-

the specific equipment they need to improve existing programmes for pupils and launch new ones. Through accession to the Makers Lab Network, each school also receives access to various programmes and projects that they can join as they choose, and through which they receive additional equipment.

You initially thought that it would be difficult to establish 50 of these labs in Serbia by 2025, but now you consider it realistic. Who are your most important allies in this endeavour?

— Everything is made less difficult when we work together, and there is

er dozens of companies around the idea of supporting schools in Serbia, and hundreds of people from those companies, through our programmes, independently take responsibility for the future of our children by sharing their knowledge with them or by providing mentorship support.

Ever more companies are contacting us with a desire to help establish Makers Labs in schools in their communities. We are currently working on four such projects that we see as the future of this initiative. Local communities must gather together to prevent the departures of young people and we can help them with that.

However, nothing would be possible without a wonderful community of teachers, who are true enthusiasts and heroes of this society. It is precisely in cooperation with them that we design and create every programme, project and initiative.

Considering technological changes, 2025 could bring something completely new compared to what we are familiar with now. How open to change are the Makers Labs?

— I think that the winning combination is to view education, the local community and the econ -

WE ARE CURRENTLY WORKING ON FOUR PROJECTS IN WHICH COMPANIES ASSIST IN THE ESTABLISHING OF MAKERS LABS IN SCHOOLS IN THEIR COMMUNITIES. WE SEE THAT AS THE FUTURE OF THIS INITIATIVE

omy as a single ecosystem that we build together, just like in nature. That isn’t difficult, because our culture is founded on togetherness, on sharing both the good and the bad with our families, neighbours and community. Our vision is to create a platform for children and young adults to create and learn through experience, via which they can connect, jointly create and learn from one another, with the support of expert mentors, educators and the professional community. Such communities, or rather ecosystems, will be much more open to and ready for change, because they work on that change together.

BY IVA DRAŠKIĆ VIĆANOVIĆ

Ph.D., Dean of the University of Belgrade Faculty of Philology

RESTORE TEACHERS’ DIGNITY

The proposals presented in our Platform are viable over the short term, require no large and lasting reforms and could lead to major visible improvement as quickly as the next few years

Over the course of the past year, the University of Belgrade’s Platform for improving the status of teaching study programmes at UB and protecting the education system of the Republic

of Serbia, known to the public as the “Platform of the Eight Deans”, has become a document around which key forums in the Republic of Serbia have gathered. It was almost a year ago that the Platform was adopted unanimously by the

UB Senate, and soon afterwards by all faculties of natural sciences and mathematics and all representative unions of the education workers of Serbia.

The Platform resonated strongly and was unusually well received by those with a direct interest – educators and students – but also, interestingly, by the general public. It was also noted that this is the first time that an initiative has come from the university, from a group of deans, which was welcomed by teachers and students alike.

The way the Platform resonated serves to indicate the existence of strong social awareness that our education system is seriously under threat; that a country that lacks good foundations in education has no prospects and that this is the last moment to act quickly, wisely and responsibly. Moreover, the strong reverberation of the Platform and positive reception it received point to one of its essential and recognisable qualities: it sends a rational and optimistic message that it is possible to change the situation and improve it significantly in a relatively short period.

What is it actually all about?

The platform is the initial proposal of us eight deans of the faculties that educate teachers: Mathematics, Chemistry, Physics, Physical Chemistry, Biology, Geography, Philosophy and Philology. We were initially motivated for this engagement by concern over the situation at our faculties and the drastic and horrifying drop in interest in enrolling in teaching majors. That fall began in 2015 and the situation is getting worse by the year. As an example, 26 students enrolled to study the teaching major in chemistry in 2015, and last year there were 3; mathematics had 29 students enrol and last year also 3; biology feel from 15 to just 2 last year etc. (Professor Goran Roglić, dean of the Facul-

As an example, 26 students enrolled to study the teaching major in chemistry in 2015, and last year there were 3; mathematics had 29 students enrol and last year also 3; biology feel from 15 to just 2 last year etc.

ty of Chemistry, gave a great presentation on this topic at a SANU meeting late last year).

The eight of us formed a working group, and I must say that it’s an autochthonous and extremely efficient working group, which completed the task it set for itself in less than three months. This is important to note because the public has a (justified) abhorrence towards the term “working group” in general, given that it has become commonplace for someone who holds the levers of power and does not want to solve a problem to form a “working group”, which completely kills any attempt by languishing for years without movement and output. So, the eight of us are a completely different working group, self-formed and, as a consequence, fast and efficient, and our motive, as responsible professors and deans, was a desire to really do something.

The proposals introduced in our Platform are viable over the

short term, don’t require any large and lengthy reforms (the word “reform” is another term that the public justifiably views as abhorrent) and could lead to major visible improvement as quickly as the next few years. I will single out several theses from our Platform, which we’ve divided into two sections: Identified Problems and Proposed Solutions.

We established that the teaching profession has been stripped of its dignity, that society doesn’t value this profession, which increasingly encourages pupils to misbehave towards teachers. The media often report on bizarre situations in classrooms in which students behave with visible arrogance and violence towards the teacher.

The financial situation teachers find themselves in is catastrophic. Salaries are insultingly low, which is a clear signal that this profession isn’t among the state’s priorities. Teachers are additionally burdened with unnecessary and senseless administrative obliga-

tions that take up their time and kill their will to work.

A collapse in the quality of education is also noticeable: the results of PISA tests point to a visible decline in functional literacy. (For example, when it comes to reading, functional literacy implies the student being capable of formulating claims made in a text and recognising the argumentation supporting those claims, that they are able to independently summarise a text without losing sight of its essence, and that they are also able to recognise information not explicitly stated in a text etc.)

We have proposed the following measures.

The first step towards resolving the crisis is to precisely determine the state of teaching personnel in Serbia, which means that it’s essential for the Ministry of Education to urgently conduct analysis by region, in order to determine how many teachers are lacking by subject. One of the

solutions to the problem of staff shortages could be for regions to provide scholarships to students in accordance with their needs. We also proposed the adopting of a programme to gradually increase teachers’ salaries to the point at which they reach the level of 1.3 to 1.5 average salaries in Serbia. Moreover, it is vital to protect the integrity of teachers. One of the ways to do so is to prescribe measures to check objections against grades and establish protocols for dealing with the inappropriate conduct of pupils and parents.

In order to restore dignity to the education system, the dignity of the teacher must be restored. And in order to restore the dignity of teachers, they must receive decent salaries, protection and reputational respect.

With a view to all of this, we called on the Ministry of Educa-

THE WAY THE PLATFORM RESONATED SERVES TO INDICATE THE EXISTENCE OF STRONG SOCIAL AWARENESS THAT OUR EDUCATION SYSTEM IS SERIOUSLY UNDER THREAT; THAT A COUNTRY THAT LACKS GOOD FOUNDATIONS IN EDUCATION HAS NO PROSPECTS AND THAT THIS IS THE LAST MOMENT TO ACT QUICKLY, WISELY AND RESPONSIBLY

tion to implement the necessary steps immediately and received a promise that our proposal would be acted upon and assurances that analyses of the situation by region has commenced. We will take them at their word.

There’s been a lot of talk in recent years about the demographic decline and the dark picture awaiting Serbia in the future: there

are fewer and fewer children and, as things stand now, there will be ever fewer of them. However, there is another dark vision looming over our immediate future, and which is certain to be realised in just a few years if something isn’t done immediately: there are children, students are waiting – and no one is there to enter the classroom.