Master Programme for Subject Teachers in Serbia 2013
School as an Institution
Status: optional
Recommended Year of Study: 1
Recommended Semester: 1
ECTS Credits Allocated: 4.00

Course objectives: Upon completion, students will have become acquainted with the function of school as a social and educational institution, with the content and structure of school, and capable of understanding the principles of the functioning of school as an institution, as well as the requremements for the promotion of the quality of school activities.

Course description: Theoretical instruction: School as a social, educational institution. The functions of school. The components of school as an institution and their relationships. School as a social system – staff and school community. The position and roles of school community members. The position and roles of staff members. The position and roles of teachers in schools. Conditions and possibilities for promoting cooperation between schools and their environment. School curriculum – different approaches to the process of planning school activities. The structure of educational and other school activities. The importance and effects of the branched structure of school activities. Teachers as curriculum designers. Professional autonomy and professional development of teachers. The organization of work in schools and the organization of schools as formal, social organizations. School management and administration as part of the school system management. School autonomy. School effectiveness. Improving school quality. Practical instruction: Practical research work in schools enables students to gain insight into specific components and ways of functioning of elementary schools, and is followed by their report on the practical research work carried out in a school, which is then presented in class.

Learning Outcomes: Upon completion of the course, students should be acquainted with and should understand: the content and structural components of school; the structure of educational activities in primary schools; the complexity of its function, its goals and roles as an educational institution; the principles and ways in which school functions as an institution; prossibilities and conditions for improving the functioning of schools and the connection between school autonomy and the quality of its activities.

  • Dalin, P. (1998): School Development: Theories and Strategies, London: The Cromwell Press.
  • Grauwe, de A. (2005): Improving the Quality of Education Through School-Based Management: Learning from International Experiences, Review of Education, v.51, n.4, p. 269 - 287.
  • Hebib, E. (2009): Škola kao sistem, Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta.
  • Reynolds, D. & Teddlie, C. (2000): School Effectiveness and School Improvement, Routledge International Companion to Education (301-323), London, New York: Routledge.
  • School Autonomy in Europe: Policies and Measures (2007), Brussels: Eurydice.