Images of Educational Changes in Serbia - Reflecting on the past, envisioning the future

Gutvajn, Nikoleta and Stanković, Dejan and Teodorović, Jelena and Bodroža, Bojana and Milin, Vladeta and Đerić, Ivana and Vujačić, Milja and Pavlović, Jelena and Đević, Rajka and Marušić, Milica and Najdenov, Sonja and Džinović, Vladimir (2012) Images of Educational Changes in Serbia - Reflecting on the past, envisioning the future. [Study]

Study description

At the first year the aim of the research was to provide thorough understanding of the process of educational reform in Serbia from the perspective of key stakeholders. The study explored stakeholders’ reflections on past educational changes and their visions of the future, by addressing the following questions: (1) How key stakeholders perceive past and future educational changes (I part of the study: Reflecting on past and creating input for future scenario development); (2) What are the scenarios of future educational change (II part of the study: Future scenarios development); (3) How key stakeholders perceive these scenarios of future changes (III part of the study: Future scenarios evaluation). Images of past and future changes were explored in terms of the main metaphors, perceived indicators, priority areas and outcomes, drivers and barriers of change, perceived change agents and mutual perceptions of key players. General indicators of effective governance (stability, accountability, innovation, flexibility and responsiveness, transparency, simplicity and eficiency) were used to frame both reflections on the past changes, as well as visions of the future. At the second phase (year) the aim of this study was to examine education policymaking in Serbia in order to provide policymakers and stakeholders with recommendations on how to minimize pitfalls and increase success of future educational endeavors. In the study, we utilized the education policy cycle heuristic to analyze formation, implementation, and evaluation of three major education policies in Serbia: in-service training of teachers (INSET), school development planning (SDP), and inclusive education (IE). Examining three reforms simultaneously enabled us to identify major characteristics of Serbian policymaking, regardless of the reform content. We also relied on educational change literature, so that we could assess complex contexts of reforms. Finally, considering the importance of school staff during implementation, we examined education policymaking in Serbia through the eyes of over 1,800 teachers, counselors, and principals.

Keywords:	Serbia, policymaking, policy evaluation, education policy cycle, educational change, educational system, reflecting on the past, scenario development
Depositing User:	Jelena Banovic
Date Deposited:	22 Oct 2019 12:39
Last Modified:	22 Oct 2019 12:39
URI:	http://dcs.ien.bg.ac.rs/id/eprint/44
Additional details Additional details Alternative title: Predstave o obrazovnim promenama u Srbiji: refleksije o prošlosti, vizije budućnosti Creators: Creators Email Gutvajn, Nikoleta UNSPECIFIED Stanković, Dejan UNSPECIFIED Teodorović, Jelena UNSPECIFIED Bodroža, Bojana UNSPECIFIED Milin, Vladeta UNSPECIFIED Đerić, Ivana UNSPECIFIED Vujačić, Milja UNSPECIFIED Pavlović, Jelena UNSPECIFIED Đević, Rajka UNSPECIFIED Marušić, Milica UNSPECIFIED Najdenov, Sonja UNSPECIFIED Džinović, Vladimir UNSPECIFIED Type of data: qualitative and quantitative data Study period: From To 1 July 2010 31 December 2012 Temporal coverage: From To 2000 2011 Date: 18 August 2012 Geographic coverage: Serbia Study method: In the first phase, stakeholder images of past educational changes and needs for the future were explored in semi-structured interviews and focus groups. Participative qualitative scenario methodology was used to provide insights into stakeholders’ images of change. The study was carried out in three phases. In the first part of the study, stakeholders images of past educational changes and needs for the future was explored in semi-structured interviews and focus groups. Results from this part of the study were used in the second phase to inform future scenarios collaboratively developed by policy makers and the project team. In the third part of the study, scenarios were evaluated in conversation with stakeholders. Part I - Goal: Reflecting on the past changes and creating input for future scenario development; Data production: Focus groups with teacher, parents and students and Interviews with policy makers and researchers; Part II - Goal: Future scenarios development; Data production: Interviews and workshops with policy makers; Part III - Goal: Future scenarios evaluation; Data production: Focus groups with teacher, parents and students and Interviews with policy makers and researchers The study was carried out in conversation with stakeholders from relevant institutions from different parts of our country (including Belgrade as a capital and two regional units - Vojvodina and Central Serbia. The research include the participants from 4 types of educational institutions (primary schools, Ministry of education, local administration, and research institutes). Research participants in the I and III part of the study - 3 Primary schools: Students – 3 FG (each focus group include from 8-10 students); Teachers – 3 FG (each focus group include from 8-10 teachers); Parents – 3 FG (each focus group include from 8-10 parents) and Principals – 3 interviews (individual interviews with 6 principals); - Ministry of Education: Policy makers – 6 interviews (individual interviews with 6 policy makers); - Local Administration: Policy makers – 4 interviews (individual interviews with 4 policy makers); - Research Institutes: Researchers – 5 interviews (individual interviews with 5 researchers) Total number of focus groups = 9 (I part of the study) + 6 (III part of the study) = 15 Total number of interviews = 18 (I part of the study) + 18 (III part of the study) = 36 In the second year, a quantitative survey was done with nationally representative sample of schools in Serbia (without Kosovo and Metohija) consisting of 150 schools or 1,824 participants—150 principals, 267 counselors, and 1,407 teachers. The teacher subsample consisted of all 1st-grade and 5th-grade homeroom teachers from every school, as well as the teachers who were members of the school development planning team. As for education experts and education authorities a non-random sampling was used. i.e. a purposive sample was used. Resource language: Serbian Metadata language: Serbian Publisher: UK Data Archive Copyright holders: RRPP Contact email address: gutvajnnikoleta@gmail.com Last Modified: 22 Oct 2019 12:39