School and School System Development

Pre-requisites: There are no particular requirements for attending this course.

Course objectives: Introducing into tendencies and trends of school and school system development; training for understanding the nature of school development process and the nature of school system reform.

Course description: Theoretical course: Assumptions and possible forms of reform process development in the field of education. The process of development of school as an institution – elements and directions of development. Changes in school functioning and school work as a result of wider social changes and/or as a result of individual initiative and attempts. School system reform – dependency of development tendencies of school system reform process and accomplished effects. The effects of previous reform processes of school system in Serbia and reform of school system in European countries. Carriers of school development process and school system reform. Assumptions of active role of practitioners in school development process and school system reform. Practical course: /

Learning Outcomes: Students should obtain the developed system of knowledge about school development assumptions and possibilities and school system reform and to understand the role of practitioner in the process of school development and school system reform.

School and School System Development

Pre-requisites: There are no particular requirements for attending this course.

Course objectives: Introducing into tendencies and trends of school and school system development; training for understanding the nature of school development process and the nature of school system reform.

Course description: Theoretical course: Assumptions and possible forms of reform process development in the field of education. The process of development of school as an institution – elements and directions of development. Changes in school functioning and school work as a result of wider social changes and/or as a result of individual initiative and attempts. School system reform – dependency of development tendencies of school system reform process and accomplished effects. The effects of previous reform processes of school system in Serbia and reform of school system in European countries. Carriers of school development process and school system reform. Assumptions of active role of practitioners in school development process and school system reform. Practical course: /

Learning Outcomes: Students should obtain the developed system of knowledge about school development assumptions and possibilities and school system reform and to understand the role of practitioner in the process of school development and school system reform.

Literature/Reading:

• Kvalitetno obrazovanje za sve - izazovi reforme obrazovanja u Srbiji (2004), Beograd: Ministarstvo prosvete i sporta Republike Srbije.
• Hebib, E. (2013): Kako razvijati školu, razvojni i reformski procesi u oblasti školskog obrazovanja, Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta.
• Angus, M. (2004): The Rules of School Reform, London: Routledge Falmer. (str. 30-42)
• Cummings, W.K. (2010): How Educational Systems Form and Reform, in: Zajda, J. & Geo-Jaja, M.A. (ed.): The Politics of Education Reforms (19-39), London and New York: Springer.
• Dalin, P. (2005): School Development – Theories and Strategies, An International Handbook, London and New York: Continuum. (str. 65-79; 93-130; 133-135)
• Datnow, A. et al. (2006): Integrating Educational Systems for Successful Reform in Diverse Contexst, Cambridge: University Press. (str. 93-122)
• Grauwe, de A. & J. P. Naidoo (2004): School Evaluation for Quality Improvement: Issues and Challenges, in: Grauwe, de A. & J. P. Naidoo (ed.): School Evaluation for Quality Improvement (15-40), Paris: Unesco.
• Osborne, S.P. & K. Brown (2005): Managing Change and Innovation in Public Service Organizations, London: Routledge. (str. 24-45)
• Reynolds, D. (2007): School Effectiveness and School Improvement: Links With The International Standards / Accountability Agenda, in: Townsend, T. (ed.): International Handbook of School Effectiveness and Improvement (471-484), Dordrecht: Springer.
• Scheerens, J. (2000): Improving School Effectiveness, Paris: UNESCO. (str. 18-34)
• Schlechty, Ph.C. (1997): Inventing Better School, San Francisco: Jossey-Bass. (str. 134-153)
• Zeus, L. (2003): Ideology, Discourse and School Reform, London: Praeger. (str. 1-19)