dc.creator | Đerić, Ivana | |
dc.creator | Ševa, Nada | |
dc.creator | Jošić, Smiljana | |
dc.date.accessioned | 2021-06-10T12:22:48Z | |
dc.date.available | 2021-06-10T12:22:48Z | |
dc.date.issued | 2021 | |
dc.identifier.isbn | 978-86-6427-166-0 | |
dc.identifier.uri | http://ipir.ipisr.org.rs/handle/123456789/482 | |
dc.description.abstract | UNESCO's 2030 Agenda for sustainable development in the field of education aims at
"ensuring inclusive and equitable quality education and promote lifelong learning
opportunities for all” by 2030. The paper discusses main findings of the TIMSS 2019 study in
Serbia through the lens of the UNESCO's Sustainable Development Goal 4 (SDG 4), more
specifically targets 4.2., 4.5 and 4.c. The SDG 4 target 4.2 defines "equal access to quality
early childhood development, care and pre-primary education so that they are ready for
primary education". Results from TIMSS 2019 show that the coverage of children attending a
preschool program "3 years or more" has increased by 9% compared to the previous 2015
TIMSS cycle. In addition, the positive relationship between years of attending the preschool
education and higher average achievement in mathematics and science of 4th graders in Serbia
was demonstrated. TIMSS 2019 data for Serbia also provide some insights on home learning
resources relevant for SDG 4 target 4.5., aimed at establishing equal access to all levels of
education for the children from vulnerable groups as well as to diminish gender disparities. A
difference of 187 points on average in students' achievement in mathematics and science was
observed between those who have many resources (MAT: 574; SCI: 576) and those who do
not have enough of them (MAT: 387; SCI: 389). In Serbia, a statistically significantly higher
number of 4th grade students with many home learning resources reach low international
benchmark of 400 points (99%), compared to peers who have less home learning resources
(44%).The SDG 4.c target refers to the increase the percentage of teachers who will dedicate
a larger number of hours of in-service training in different areas of mathematics and science.
When it comes Serbia, professional development (PD) in the fields of mathematics and
science is at relatively low level in comparison to international average. Number of teachers
of the 4th grade students in Serbia who spent less than 6 hours or none in math and science
related PD is high (38% for mathematics and 48% for science). The future PD needs
expressed by teachers are in line with the current trends regarding the use of ICT in the field
of education, especially in the context of COVID 19 pandemic. The data from TIMSS 2019
allow for policy makers to develop evidence-based strategies in order to accomplish
presented SDG 4 targets, | sr |
dc.language.iso | en | sr |
dc.publisher | Beograd : Laboratorija za eksperimentalnu psihologiju | sr |
dc.publisher | Beograd : Filozofski fakultet | sr |
dc.rights | openAccess | sr |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.source | Empirical studies in psychology | sr |
dc.subject | TIMSS 2019 | sr |
dc.subject | sustainable development goal | sr |
dc.subject | Serbia | sr |
dc.subject | quality of education | sr |
dc.subject | evidence-based policies | sr |
dc.title | Timss 2019 in Serbia: through the lens of sdg 4 | sr |
dc.type | conferenceObject | sr |
dc.rights.license | BY | sr |
dc.citation.epage | 17 | |
dc.citation.spage | 17 | |
dc.description.other | Knjiga rezimea / XXVII naučni skup Empirijska istraživanja u psihologiji | sr |
dc.identifier.fulltext | http://ipir.ipisr.org.rs/bitstream/id/1344/Timss_2019_in_Serbia_2021.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_ipir_482 | |
dc.type.version | publishedVersion | sr |