SECRET FORMULA OF EDUCATION IN SERBIA The
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INTERVIEW
by Marija Milenković
DIGITALIZATION OF THE EDUCATION SYSTEM IS A PRIORITY
Online classes were the only solution at certain moments during the pandemic. We reacted quickly and adequately and we all understood very well who had to do what. We had a common goal, namely that no child should bear the consequences of the pandemic, when it comes to their education BRANKO RUŽIĆ First Deputy Prime Minister and Minister of Education, Science and Technological Development
he coronavirus pandemic has completely changed everyday life and it seems that it has mostly affected one of the most important areas - education. It was difficult for students to start their school year online, as it was for those who had to change their everyday routine and get used to teachers being a click away. It was especially challenging for educators to adapt to the new work system. From the very beginning of the pandemic, preserving the health of children and all employees in the education system was the top priority. Therefore, since the beginning of the school year, the team that monitors and coordinates the implementation of preventive measures in schools, which consists of representatives of the Ministry of Education, Science and Technological Development and the Milan Jovanović Batut Public Health Institute, has been meeting regularly to make decisions on the format of classes every week. Thanks to that, schools have remained a place of quality teaching. The education system has adequately responded to the new and sudden circumstances imposed by the coronavirus pandemic and has demonstrated great flexibility. The Ministry recently distributed 7,000 computers and 480 printers to elementary and high secondary schools throughout Serbia,
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because the digitalization of the educational system is one of the priorities, while the pandemic itself has additionally validated the importance and necessity of this process.
The pandemic has completely changed the way we are educated. What parameters did you use when making decisions about teaching format? — Since September 1st, the team that monitors and coordinates the implementation of preventive measures in schools, which consists of representatives of the Ministry of Education, Science and Technological Development and the Milan Jovanović Batut Public Health Institute, has been meeting regularly to make decisions on the format of classes weekly. Thanks to that, schools have remained a place of quality teaching. This team was formed in order for the teaching to be organized in the best possible way and for us to respond adequately and timely to changes in the epidemiological situation. Every proposal is considered and every decision is made by agreement and in the best interest of both students and employees. The fact remains that this system and the decision to divide classes into groups, if students are infected, have yielded results.
Our priorities include the modernization and digitalization of the teaching process, improving the quality and efficiency of the education system
How have these teaching formats affected the quality of education and acquired knowledge? — Despite the pandemic, schools remained a place of quality teaching. For instance, the report written by the Institute for the Evaluation of the Quality of Education showed that in the school year 2020/2021, at the end of the eighth grade, 43.2 percent of students had excellent results. Also, the same analysis showed that achieved better results on average in their final exams in the 2020/2021 school year compared to the previous school year. I must commend the educators who worked diligently and dedicatedly so that education would not suffer during the pandemic. I will also like to remind you that despite the extraordinary circumstances caused by the coronavirus epidemic, the teaching process never stopped in Serbia. Students' progress and achievements have been monitored continuously. Do you think that these changes could be applied after the pandemic too? — Every reform is a long and comprehensive process. The same applies to education. The basic directions in which the reform will take place are defined by the Education Development Strategy, as well as the concomitant Action Plan. We must ensure the continuity of the reform process. Extensive reform of the education system has been carried out perpet-
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The digitalization of the educational system is one of the priorities, and the pandemic itself has highlighted the importance and necessity of this process
ually in the last few years. Our priorities include the modernization and digitalization of the teaching process, improving the quality and efficiency of the education system, as well as making education equally accessible to all students. Despite the specific circumstances imposed on us by the coronavirus pandemic, we have been working towards achieving that goal.
In which way will students take their high school entrance exam this year? — Due to the decision to extend the school year by three days and the changes in the Educational Work Calendar, the final exam for eighth-grade students will be held on June 27, 28 and 29, 2022. Before that, students will have the opportunity to test their knowledge at the mock final exam that will be held in March. On Friday, March 25, a mock final exam in mathematics will be held, and on Saturday, March 26, an exam in Serbian, i.e. the mother tongue, as a combined test within the mock final exam. Students need to attend the preparatory classes for the final exam. Additional classes are already being held because we because of student competitions in the coming period. Also, additional classes are important, regardless of what grades students have. These classes allow students to refresh their knowledge and better understand areas that they have not mastered best. Do you think that the generations of students that will complete their education online format will be less qualified and why? — We should bear in mind that online teaching is a more demanding format of teaching for both students and teachers, but I think that we overcame all the difficulties we had encountered in the beginning very quickly and successfully and that the educational system adequately responded to all circumstances during the pandemic. In terms of the quality of teaching, teachers have prepared online classes that are top-notch, which can be applied in teaching as examples of good practice. They tried to enhance online teaching with additional activities and new content. Online teaching was the only solution at a certain point in time during the pandemic. We reacted quickly and adequately and we all understood very well who had to do what. We had a common goal, namely that no child should bear the consequences of the pandemic, when it comes to their education.
ate conditions for lifelong learning and continuous professional development of individuals. Dual education is a good example of this. The range of educational profiles largely depends on the needs of businesses. Some of the educational profiles that have been quite in demand include air traffic technician, aircraft technician, mechatronics technician, information technology technician, electrician, machinist-welder, machine operator and cook.
How far has digitalization in the education system come and what are the plans? — The digitalization of the educational system is one of the priorities, and the pandemic itself has highlighted the importance and necessity of this process. In addition to providing IT equipment to schools, digitalization includes, among other things, the development of new electronic services that save our citizens time. In the past period, we have created an e-enrollment service, which facilitated the enrollment of children in preschools and elementary schools, as well as enrollment in high schools and universities. Furthermore, the digitization of the final exam, taken at the end of elementary school, began last year. We will continue to equip digital classrooms and computer cabinets so that students can have up-to-date computers at their disposal. The Ministry has recently distributed 7,000 computers and 480 printers to elementary and high schools across Serbia, to improve the teaching process. This support will be important in performing regular educational activities, but also in further developing the digital literacy of both teachers and students. Also, it will facilitate teacher training, provide support to students and boost the digitalization of teaching processes. We plan to distribute almost 20,000 computers in 2022.
Every reform is a long and comprehensive process. The same applies to education
Which areas of vocational education are most needed? Was vocational education also affected by the pandemic? — The attractiveness of certain worker profiles is greatly influenced by working conditions, opportunities for quick employment and job changes, as well as the current status of a given profession, i.e. the average salary on the labour market. By having contemporary education we respond to the needs of businesses and cre-
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WELL-BEING OF EDUCATION
Whilst the pandemic has certainly been challenging, it has also served to reinforce our belief that a ‘one size fits all’ approach is outdated and doesn’t reflect ISB at all and that a personalized approach is far more effective NATASHA KANE Leader of Learning for Student Support Services, International School of Belgrade
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n these tough times, the educational aspect remained unsolved in many countries. New systems were put to test with many challenges. The Covid-19 pandemic has taught us many lessons, but above all else, it has taught us that the well-being of our learners, staff and parents is of the utmost importance. Supporting a community is not an easy task; there has been no rule book that explained how to navigate this ongoing and unprecedented period. However, the situation provided us with an opportunity to pause, take stock and review the ways we support our community and allowed us to make significant changes in how we view education. Never before has the need to put well-being at the forefront of our education program been more important. It has reinforced the wide and diverse needs of our community and that our response and support needed to be both varied and flexible. Here at ISB, we always strive to personalize our approach for each of our learners and families. Whilst the pandemic has certainly been challenging, it has also served to reinforce our belief that a ‘one size fits all’ approach is outdated and doesn’t reflect ISB at all and that a personalized approach is far more effective. Of course, over the past 2 years, there have been challenges. How can you create a community without the physical interactions that we are used to? How do we support the well-being of our learners who continue to access school virtually? How do we ensure consistency with grade levels
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The skills, knowledge and attributes acquired during SEL programs enable our learners to develop collaborative, problemsolving skills
moving from online learning to physical and back again? How can we ensure new families are able to transition properly? How can we continue to provide authentic learning experiences on a closed campus with grade-level ‘bubbles’? We soon discovered that the most effective way to overcome these challenges has been working collaboratively; recognizing and accepting that supporting the well-being of a community takes a team approach. This is done by ensuring everyone recognizes their role in supporting each other and by having regular, open communication where all voices have an opportunity to be heard. By understanding that a strong, supported community needs to work together, we have learnt to become more flexible, more resilient and more cognizant of the needs of not only our own community but the world around us. At ISB, it has been incredibly uplifting to see learners, colleagues and families find creative ways to support each other and ensure all our members feel part of our community. This has ranged from seeing young learners remind each other to change their masks or wash their hands, to attending virtual baby showers, arranging socially distanced goodbye parties, virtual parent coffee mornings with breakout rooms to stepping in for colleagues to be able to take a mask break; life has needed to continue with some subtle and less subtle changes. At ISB, we recognize the importance of supporting our learners to become successful in all areas of their lives beyond the academic cur-
riculum. Our school core values of empathy, integrity, respect and responsibility reflect our belief in developing the whole learner. We have taken purposeful decisions to ensure we are able to support our learners as they respond and process the challenges of the last 2 years. The need for the school to provide a safe and secure environment where learners are able to build positive, trusting relationships have been reinforced and provided our teams with the opportunity to review and make any necessary changes in order to better support our learners’ well-being. We have understood the need to ensure adequate time in the school day for learners to take part in explicit Social and Emotional Learning (SEL). The skills, knowledge and attributes acquired during SEL programs enable our learners to develop collaborative, problem-solving skills and maintain healthy relationships, as well as being able to navigate conflicts and better understand their thoughts and emotions. Looking to the future, the challenges that we have faced and responded to together have helped us realize that well-being is the new key priority and provided us with the opportunity to create positive and exciting changes. The last 2 years has provided us with an opportunity to continually reflect on how we support our learners to ensure that they can thrive in all areas of their lives while at ISB and beyond. We are proud of how our school has navigated the pandemic, together, stronger and as a community. It takes a village...
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INTERVIEW
by Ruža Veljović
WE WILL IMPROVE THE UNIVERSITY IN ALL SEGMENTS
The strength of the University of Belgrade lies in the diversity and distinctiveness of its members, each of them contributing to the University’s affirmation in their own specific way Professor VLADAN DJOKIĆ, PhD Rector of the University of Belgrade
lying on development directions established within current European agendas.
stablishing the framework for monitoring and evaluation of quality following the 2030 Education Development Strategy is a prerequisite for continuous and systematic monitoring and evaluation of the quality of education, as well as for creating purposeful educational policies based on accurate and up-todate data. Continuous quality monitoring would contribute to a greater degree of transparency and integrity.
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After spending a semester as the University of Belgrade’s rector, how would you rate the current situation at the largest university in Serbia? — The University of Belgrade is the most important academic institution in our country and the region, and as such, provides a particularly attractive environment for the development, advancement and actualization of several professions. It consists of 31 faculties and 11 institutes that boost their reputation and importance in various ways. The University of Belgrade's vision is to continuously improve its reputation as a leading regional educational and research institution, attracting more students, advancing and innovating its curriculum, thus reforming its system of work to further promote its place in the ranking of universities in the region and the world in terms of quality of teaching and educational staff. Also, the University strives to strengthening scientific-research and professional-artistic capacities of teaching and scientific-research staff, while adhering to development principles defined in national strategies and regulatory frameworks, and re-
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At the last Senate session, we approved of the Enrollment Policy for the next school year, and thus defined the procedures and timelines of all related activities
What changes have taken place since the beginning of your term? — Exactly four months have passed since I was appointed rector, which is a short period for certain changes to be implemented. I would like to mention particular initiatives that have been launched to improve the University's functioning. An initiative has been launched to establish postdoctoral research positions at the University, which would help keep young people in the country, facilitate the return our scientists who have earned their doctorates abroad and attract foreign researchers. An Environmental Protection Committee has been established too, which will make proposals related to environmental protection, as well as carry out activities and procedures that would contribute to that. A Memorandum of Understanding was signed with Padjadjaran University of Sumedang, Indonesia, stipulating cooperation on business and innovation incubators, which enables the development of institutional partnership. The Institute of Physics and the Faculty of Mechanical Engineering have signed a cooperation agreement to maximize the use of various intellectual potentials and infrastructural resources among the members. An initiative has been launched aimed at correcting and harmonizing university regulations and acts that are incomplete in some parts, to have a more efficient and rational work organization at the University.
The pandemic has greatly changed the education format. How did that affect the quality of education and acquired knowledge? — The University has been implementing its curriculum for the third school year while having to adapt to the pandemic. This mass and unprepared use of technology has revealed numerous advantages, but also problems, especially from the aspect of underdeveloped infrastructure and digital readiness for the transition to this type of teaching. Although the University coped very well in the new circumstances, it is evident that not all members of the University, as well as all students, were equally ready for this situation. I would like to highlight that the results of the exams and the pass rates from the last school year, which took place via a combined teaching model and that did not differ much from previous years. On the back of that, we can conclude that the quality of education and acquired knowledge is not jeopardized. What scares me is the social moment, that is, a level of alienation among students who are deprived of a lively interactive academic atmosphere while studying in this way. How could this format of education affect the readiness to include new generations in the work system? — The current development of higher education is facing a number of challenges. The demand for highly qualified, socially engaged professionals is increasing and changing in line with numerous global challenges. These challenges include social transforma-
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tion, globalization, environmental threats and increasing pressure on public services, the health system, infrastructure and housing, as well as the development of information technology. Such circumstances require future experts in various fields to be entrepreneurial, manage complex information and systems, think creatively and in a problem-solving fashion, develop awareness of sustainable planning and development, public health and the environment, use resources wisely and communicate effectively by expressing their views based on knowledge. Also, higher education is becoming exposed to new challenges that require new formats of teaching and learning environments, which makes overcoming the aforementioned challenges even more complex without higher education institutions and systems that are effective in education, research and innovation and connected to the social framework to which they belong.
Is there a strategy aimed at improving the current global ranking of the University of Belgrade and if there is, could you tell us more about it? — The University of Belgrade is currently preparing the Development Strategy, which will require several months of interactive engagement. In order to ensure continuous work on achieving long-term strategic goals, the University, with the consensus of its members, has to define the directions of its development for at least a decade, following fundamental projections of strategies of the Republic of Serbia and relevant international documents. Given the very uncertain circumstances, primarily the current situation and consequences of the pandemic, the strategic decisions that will be made in the coming period are very important for the University's longterm development. When drafting the Strategy, we need to respect the established traditional values and identities of the University, while being mindful of the new circum-
stances in the national, regional and international environment.
Do you know at this point what entrance exams for the next generation of students will look like? — We plan to have entrance exams just like we always had. Each faculty will hold the entrance exam according to its needs and possibilities. Every generation of high school graduates is faced with the dilemma which faculty to choose. For some, a rational attitude based on employment opportunities, income and status in society prevail, while for others, interest in a particular area of research is important. My recommendation to both categories of students is to be well informed about curricula of different faculties. This year, the University of Belgrade's PR office will carry out a series of activities to show potential show and explain curricula that the faculties offer, as well as their teaching formats, what their entrance exams look like, what competencies are acquired upon graduation and what are employment opportunities. What the University of Belgrade's plans for the next period? — In addition to working on adopting the Development Strategy, the
University will focus on initiatives to resolve the status of property seized from national institutions and endowments under their administration. Between the two world wars, our University was one of the three wealthiest universities in Europe and it generated income from over 80 endowments and funds. Joint research projects, as well as joint study programmes within the University, can be one of the main drivers of integration of individual institutions, as well as a model for maximizing the use of different intellectual potentials and infrastructural resources among members. We intend to improve the procedure for appointing teachers at the University in the coming period, especially when it comes to the selection procedure that should be made as transparent and fair as possible, to avoid situations in which results can be interpreted in different ways. The idiosyncrasies of each of the four fields – the social sciences, humanities, medicine, natural sciences, mathematics and technical sciences- create the need for special incentives, but also the application of delicate criteria for teacher advancement that would take into consideration the peculiarities of certain narrow scientific fields.
An initiative has been launched to establish postdoctoral research positions at the University, which would help keep young people in the country
BOOSTING THE STUDENT ROLE We also want students to have a greater role in the management of the University’s bodies. The Law on Student Organization was recently adopted, which formally recognizes the need to further strengthen and encourage cooperation between students and teaching and non-teaching staff in all aspects of joint activities. It also envisages the involvement of students in joint projects, providing financial and other support to student initiatives and projects by encouraging and fostering a culture of dialogue based on mutual trust and respect in which each member of the academic community feels free and motivated to present initiatives, proposals and problems with the view of their timely and efficient resolution, as well as the development and improvement of the work that the University does.
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CHARTWELL IS A HOME AWAY FROM HOME
Chartwell fosters a strong family atmosphere and is not governed by rules, rather by respect for others and common sense hartwell International School, which is situated in a beautiful, quiet, residential area of Belgrade, has spacious, brightly- lit classrooms, with park like gardens and many sports fields. Chartwell has been providing education to kids from the ages of two to 18 in seven spacious premises for more than 20 years, guiding its students in their aspirations to become global citizens by immersing them in a world of multiple languages and cultures, inspiring them to learn through inquiry. With over 40 different nationalities of students, Chartwell is a world of its own. In a tightknit establishment that celebrates cultural diversity, the unifying factor is its accreditation from Cambridge University, which recognises Chartwell as an international school, and its registration with the Serbian Ministry of Education. Academic standards are keenly monitored at Chartwell International School, with class sizes that are small enough, with a ratio of as little as 1 to
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Our goal is to provide our teachers and students with conditions in which each will be able to attain best results
3, tailored to suit the academic needs, interests and potential of each child, including additional personalised tuition if needed. A wide range of subjects is offered throughout the school – from foundation to secondary level, designed to stretch and challenge each individual, providing everyone with the opportunity to discover and examine their own particular interests and talents. Contemporary teaching methods are applied with an interdisciplinary approach to subjects. Although the Chartwell management team (Owner, Heads of Schools, Coordinators, finance officers etc.) lead the way, the success and heart of the school are the Chartwell teachers. They come from a variety of backgrounds and have various experiences, but what they all have in common is a love of teaching, empathy for their students and a commitment to their education. All are well qualified for the role they play. Encouragement and motivation are keywords in Chartwell’s teaching philosophy. Lessons are taught in English at Chartwell International School, but a variety of world languages are offered alongside. Cultural diversity is very important at Chartwell. The school traditionally celebrates UN Day, promoting tolerance and respect. Evenings of poetry and music are organised, at which children recite poems and sing in their mother tongues and the languages taught at the school. British traditions are respected, celebrating Valentine’s Day, Halloween, St. Patrick’s Day, Mother’s Day, Easter and Christmas, while Chartwell is the
only school in Belgrade to celebrate Bonfire Night. Chartwell fosters a strong family atmosphere and is not governed by rules, rather by respect for others and common sense. This is a place where students come for more than just study – Chartwell is a home away from home. This is what makes the school a unique, tension free environment, where students and teachers chat during breaks, play sports together, resolve problems and participate together in various projects. Regardless of their many cultural differences, students and teachers respect each other and work closely to achieve the best possible results. Realising that education encompasses much more than the academic programme, great emphasis is placed on that extracurricular activities that are offered on a daily basis and range from sports to fencing, dance, drama and languages, while Chartwell students are also involved in the life of the community. “Our goal is to provide our teachers and students with conditions in which each will be able to attain best results. We will continue to optimize class sizes to be able to tailor the curriculum to suit individual student’s needs. Likewise, we have implemented the latest air purification technologies in our new buildings, using HEPA filters and UV lights, which provide fresh air for better efficiency and concentration of our students and staff. In addition, our own catering service provides healthy meals for our students and staff.
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C H A RT W E L L -
I N T E R N A T I O N A L
Towards
•B ritish curriculum based international school •A ccredited by Cambridge Assessment International Education • Accredited by the Ministry of Education, Science and Technological Development of Serbia
S C H O O L
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Excellence
•A ccredited by Council of British International Schools •S tudents representing over 40 nationalities • 20 years of experience •W ide range of daily after school activities
• 7 languages taught • Monthly outings to the theater/museums • 2 residential trips per year • The only international school with its own catering • Involved in community service projects
Enrolling
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for the 2022/23 school year
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INTERVIEW
by Marija Milenković
THE IMPORTANCE OF DUAL EDUCATION FOR EMPLOYERS IS MANIFOLD
In the current school year, 8,000 students in 150 high schools and 700 companies in Serbia are schooled using this educational format. So far, 53 workers’ profiles covering all economic sectors have been adjusted to be suitable for dual education MIRJANA KOVAČEVIĆ Head of the Education, Dual Education and Education Policies Centre and Director of the CCIS Business Academy lmost five years have passed since the adoption of the Law on Dual Education in Serbia. We talked to Mirjana Kovačević, Head of the Education, Dual Education and Education Policies Centre and Director of the Chamber of Commerce and Industry of Serbia’s Business Academy, about the results of dual education and whether the expectations have been met. The first steps in the development of the dual education model were made in vocational high schools in Serbia in 2013. In the period until 2016, about 400 students studied for one of three workers’ profiles in 16 high schools and with the support of 40 companies. In the following years, the number of students, schools and companies involved in the dual education system has been constantly growing, so 8,000 students in 150 high schools and 700 companies in Serbia, in the current school year, are educated using this educational format. So far, 53 workers’ profiles (24 students studying a three-year and 29 a four-year programme), covering all economic sectors, have been adjusted to be suitable for dual education. Next school year, another 14 workers’ profiles will be added at the request of companies. The Law on Dual Education, adopted in November 2017, stipulates the rights, obligations and responsibilities of all participants and determines the details related to using the
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dual education model in our country. In Serbia, the student does not work in a dual education system but learns through work, which means that the Labour Law does not apply to them. Rather, students are regulated by laws and all other legal regulations related to education. The student first enrols in school and then is assigned to an employer. The school is responsible for the part of the curriculum that is taught at school and an employer is responsible for teaching the other part of the curriculum. Every company involved in dual education must be certified by the Chamber of Commerce and Industry of Serbia (CCIS). The certificate confirms that the company has met the conditions for performing learning through work for each workers’ profile for which it wants to conduct learning through work. The company must have trained instructors on site who will work directly with students – instructors are trained and licensed to conduct dual education by the Chamber of Commerce and Industry of Serbia (CCIS). To implement a dual education model, a vocational school must be in the area in which the company is located. The mutual relationship between the school and the employer is regulated by the Dual Education Agreement, and the mutual relationship between the employer and the student, i.e. the parent or other legal representative of the student, is reg-
Dual education is voluntary and is intended for employers who see it as a systematic way to solve the problem of lack of competent staff in the long run through their own investment in education
ulated by the Agreement on Learning through Work. The Law on Dual Education prescribes the obligatory elements that these agreements have to have, while contracting parties independently agree on other elements. Dual education is implemented exclusively at the request of a company and it is voluntary and intended for employers who see it as a systematic way to solve the problem of lack of competent staff in the long run through their own investment in education. Experiences in the implementation of the dual model in high schools have helped to implement the same model at the higher education level. On the back of that, the Law on the Dual Model of Studies in Higher Education was passed in 2019 which stipulates that higher education institutions can conclude contracts with employers that provide learning through work for students. Since October 2021, nine higher education institutions have started implementing a dual model of study, 32 curricula (for the textile, machinery, food, catering sectors, etc.) have been accredited, 150 students are studying in line with the dual model, and 75 companies participate in the implementation of the dual study model.
Are there any problems related to this process left that hinder the functioning of dual education?
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— As a rule, the implementation of dual education starts from production/technical workers’ profiles, because companies’ demand for those profiles is the strongest. That is why, in the beginning, it was important to eliminate prejudices and show that there have been changes in the status of crafting and technical occupations on the labour market, that is, that today these occupations are in demand, and for the most part, well paid. Furthermore, the conditions for doing these jobs are significantly different from what they used to be. Also, the challenges that need to be addressed further include professional orientation of students in elementary schools, so that pupils choose a high school that they really want to attend, quality selection of students when assigning them to companies, better curricula with more hours spent on learning through work, the state supporting companies that participate in dual education, connecting micro- and small companies in training alliances that will help students to achieve all the outputs defined by the curriculum.
Why would companies get involved in dual education and how can we increase the number of interested companies? — The benefits of dual education for employers are manifold. Employers who train students in dual education will not need to allocate significant funds to train new workers, because they can choose future employees can choose from students who have already acquired the knowledge and skills by learning through work at the company’s facilities. Also, more active engagement of employers in writing job descriptions as the first steps in preparing new qualification standards provides inputs to harmonize curricula with business-technological processes and generally puts the education process in the function of economic growth and development. Also, through dual ed-
ucation, employers can determine which young people are interested in training and more complex jobs. Of course, investing in education is the promotion of the company's social responsibility.
Does the increased demand for workers in the labour market affect the increase in the number of companies applying for this programme? — Today we have a lack of qualified workforce for certain production occupations, high youth unemployment and brain drain which all makes it difficult for companies to keep up with the demands of the 4th industrial revolution and to be competitive on the international market. Dual education harmonizes ed-
NEW IDEAS FOR IMPROVING DUAL EDUCATION In addition to the aforementioned training alliances, which should facilitate the involvement of micro- and small companies in greater numbers, the further development of dual education should take into account the current processes of digitalization and equip schools and companies with virtual classrooms. Also, the line ministry has initiated activities geared towards the development of regional training centres which, in line with
ucation and the needs of the labour market and facilitates employment after graduation. Dual education is mostly implemented in the sectors such as metal processing and machine building (especially the automotive industry), food, textile, wood, construction, tourism and catering, commerce and transport (logistics and forwarding, air transport). Companies mostly need machinists/welders, industrial mechanics, machine operators, sales staff, cooks, waiters, mechatronics technicians, computer control technicians for CNC machines and vehicle repairmen. In the 2022/2023 school year, 459 companies submitted 878 declarations of readiness to be involved in the dual education places and offered places for 3,600 students.
Dual education harmonizes education and the needs of the labour market and facilitates employment after graduation
the principle of public-private partnership, would help companies to teach curricula that cannot be taught in a real work environment due to work health and safety rules. It is necessary to improve and apply the principle of mobility through the educational system because that would significantly boost the appeal of workers’ profiles in dual educational profiles. The challenge will be to develop the concept of regulation in dual educational profiles, which is a kind of precursor to the development of models that exist in partner countries in this project (Austria, Switzerland, Germany), where students first conclude contracts with companies (assuming appropriate obligations) then enrol in high school.
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International School is a primary and secondary school which will open doors for your child to enrol at the most prestigious universities worldwide and a place where he/she will be taught in accordance with international, respectable programmes – the Cambridge and IB programmes
haracterised by a holistic and contemporary approach to teaching, an educational environment such as International School is an ideal environment for the development of your child, who is in his/her most intensive developmental stage from the beginning of primary school to the end of secondary school. That is when he/she needs stimulation and support in order for their personality to completely develop.
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INTERACTIVE AND INNOVATIVE TEACHING IN ENGLISH FOR CHILDREN AGED 11-19 Unlike the traditional teaching model, where the student is most often merely a passive recipient who doesn’t question the information presented by the teacher, International School strives to encourage its students to develop critical consciousness, exchange opinions and ideas, debate and look for solutions together, develop their creativity, and reach their full potential. Hence, classes at International School abound in workshops, presentations, public performances, students’ participation in numerous social and fundraising activities, international competitions, seminars, projects, and much more. International School creates reflective minds and people who can think critically from the very beginning of primary school, which means that the students are fully prepared for the academic challenges and requirements of international colleges. In addition to the school being interactive and contemporary, instruction in English
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is yet another reason why enrolling your child in International School is the right choice.
THE MOST INNOVATIVE TECHNOLOGY IN EDUCATION Did you know that International School students can easily be called digital natives? This is because classes at International School are supported by cutting-edge technology, which is part and parcel of contemporary education. It enables your child to grasp the curriculum in a different, easier, and more interesting manner. Not only does s/he realise his/her potential, but s/he also surpasses it. In addition to the Intelligent Classroom which is used in place of traditional classrooms, various educational apps which facilitate students’ understanding of the subject matter, tablets instead of notebooks, interactive boards, 3D printing pens, 3D scanners that create digital reality, 3D printers, and interactive tables, there are many other features which make classes at International School interesting and relatable to the younger generations, its educational process useful and suitable for the 21st century, and its students prepared for future academic challenges. Apart from this, International School is also famous for its Distance Learning platform, which allows students to attend classes and fulfil their responsibilities online, which is especially convenient for children who play sports or make art outside classes. Thus, the platform enables them to “come to school” regularly and be dedicated students while also having enough time for other activities.
International School students can easily be called digital natives
PROVIDE YOUR CHILD WITH THE MOST PRESTIGIOUS INTERNATIONAL EDUCATION Having obtained a globally recognised diploma, which is highly regarded by the most reputable international educational institutions, students who graduate from International School are at an advantage in more than one way. Namely, they are awarded an internationally recognised diploma as a valid certificate of their competences and are prepared for academic challenges, i.e. acquainted with the criteria of study programmes around the world. With a positive and healthy attitude towards personal development and their own progress, students of International School develop strong motivation to achieve success, which is what makes this school an ideal foundation for dealing with the academic obstacles of higher education and challenges in life in general.
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The Filipović Academy has accredited more than 60 seminars, assemblies and conferences covering various scientific fields, with a special emphasis on information literacy of employees in educational institutions BRATISLAV FILIPOVIĆ MBA, owner and founder of the Filipović Academy
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ince its inception, the Filipović Academy has been actively involved in organizing and carrying out hundreds of presentations, training sessions, seminars and conferences in the informal education segment, and is also engaged in software development for educational institutions and providing them with the latest IT equipment. The Academy has accredited more than 60 seminars, assemblies and conferences covering various scientific fields, with a special emphasis on information literacy of employees in educational institutions. In the said segment, as well in improving IT competencies (or digital competencies) of teachers, the Academy has undoubtedly contributed a lot, as evident in many thank-you letters, awards and recognitions it has received since its establishment. We have talked to Bratislav Filipović, MBA, owner and founder of the Filipović Academy, about the Academy's work and programmes. "While recognizing the needs of educational institutions for programmes that would facilitate their administrative tasks and obligations, managing activities and documentation, which have drastically increased year on year, we began developing web applications. Since 2008, we have been developing programmes that were or are actively used (electronic grade book) in educational institutions. The electronic portfolio of teachers and students application is the recipient of the DISKOBOLOS 2015 international award in the category of education. The application is actively used in Serbia (by 1,449 institutions, 17,180 teachers with 125,205 publications), Montenegro (94 institutions, 291 teachers) and the Republic of Srpska (179 institutions, 1,275 teachers)," says Mr Filipović and lists other widely used applications created by the Academy such as - programme for self-evaluation of institutions, electronic library, programme for school psychologists, electronic didactic notebook, as well as the bookkeeping pro-
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gramme for preschool institutions called E-kindergarten, which was created in line with the Godine Uzleta format. Mr Filipović also says that the Academy has developed a platform that enables educational institutions to create a website in just one day. "It is quite evident that during the state of emergency, the entire teaching process was organized ad-hoc, and as a result, it look disoriented, difficult and unclear to many. The Filipović Academy team reacted immediately to this situation. We created video instructions for using Google classrooms, shared with teachers all the required information on how to use the programme, based on simple, understandable and concrete examples. We answered their questions immediately and we were available 24 hours a day for every teacher and every question they might have had. Tens of thousands of teachers commended us and expressed their gratitude," says Mr Filipović and adds that the Academy provided teachers and students in Serbia and Montenegro with free licenses to use MozaBook, an excellent 3D presentation programme.
The Filipović Academy has abundant experience and a long tradition, is the recipient of many awards and has a vision for the future „We held free training to additionally help teachers to master programmes that would make them better teachers and have better communication with their students. The training was based on our accredited seminars "Multimedia content in the function of education", "Electronic portfolio for teachers and students" and "Management of e-documentation in preschool institutions". Over 4,000 teachers from Serbia, the Republic of Srpska and Montenegro attended our training in April and May 2020. Participants were given the opportunity to use the E-portfolio, E-didactic notebook and E-bookkeeping pro-
grammes free of charge," Mr Filipović adds. "Research has shown that a large number of teachers do not use modern technology because schools do not have them or are not sufficiently familiar with the possibilities that such technology offers. The line ministry should put emphasis on solving the mentioned problems and to consult with experts in that field," concludes Mr Filipović. Speaking about the Academy's current activities and plans, he says that they have prepared and submitted for accreditation over 30 exceptional programmes, each of which will help teachers, in its own way, to acquire the required knowledge and skills and to get better acquainted with them. As before, these programmes cover the current topics and have relatable content. The Academy has also become a regional advocate for the currently best 3D simulation educational software called ROQED SCIENCE and ROQED PHYSICS, which must and should be used in every school. The Filipović Academy's team is also working on the Financial Management and Control of the System – FMC, as the educational staff is quite unfamiliar with it. The Academy also trains teachers for writing projects, the work done by school boards, the implementation of security systems in educational institutions, etc. Furthermore, the Academy provides the latest IT equipment to schools, and also continues to perfect and adapt its programmes to the needs of users. Also, they closely follow changes in the relevant regulation and have been commended for it by their users. The Filipović Academy has abundant experience and a long tradition, is the recipient of many awards and has a vision for the future. It is committed to fulfilling its mission, as well as to progress, learn and exchange experiences with people who are keen to acquire new knowledge. The Academy continues to advance on its path and to improve the education system and create happier future generations.
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