TY  - JOUR
AU  - Teodorović, Jelena
AU  - Stanković, Dejan
AU  - Bodroža, Bojana
AU  - Milin, Vladeta
AU  - Đerić, Ivana
PY  - 2016
UR  - http://ipir.ipisr.org.rs/handle/123456789/263
AB  - Numerous educational reforms have been initiated in Serbia since 2000. 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. The results point out to dissatisfaction of school staff with all aspects of the policymaking in Serbia and with the social and education context. Reforms appear to be undertaken in a similar pattern across different reforms. The findings imply that a thorough examination of both the policymaking in Serbia and communication, organization, and administration within the education system itself is in order.
PB  - Springer Heidelberg, Heidelberg
T2  - Educational Assessment Evaluation and Accountability
T1  - Education policymaking in Serbia through the eyes of teachers, counselors, and principals
EP  - 375
IS  - 4
SP  - 347
VL  - 28
DO  - 10.1007/s11092-015-9221-x
ER  - 

@article{
author = "Teodorović, Jelena and Stanković, Dejan and Bodroža, Bojana and Milin, Vladeta and Đerić, Ivana",
year = "2016",
abstract = "Numerous educational reforms have been initiated in Serbia since 2000. 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. The results point out to dissatisfaction of school staff with all aspects of the policymaking in Serbia and with the social and education context. Reforms appear to be undertaken in a similar pattern across different reforms. The findings imply that a thorough examination of both the policymaking in Serbia and communication, organization, and administration within the education system itself is in order.",
publisher = "Springer Heidelberg, Heidelberg",
journal = "Educational Assessment Evaluation and Accountability",
title = "Education policymaking in Serbia through the eyes of teachers, counselors, and principals",
pages = "375-347",
number = "4",
volume = "28",
doi = "10.1007/s11092-015-9221-x"
}

Teodorović, J., Stanković, D., Bodroža, B., Milin, V.,& Đerić, I.. (2016). Education policymaking in Serbia through the eyes of teachers, counselors, and principals. in Educational Assessment Evaluation and Accountability
Springer Heidelberg, Heidelberg., 28(4), 347-375.
https://doi.org/10.1007/s11092-015-9221-x

Teodorović J, Stanković D, Bodroža B, Milin V, Đerić I. Education policymaking in Serbia through the eyes of teachers, counselors, and principals. in Educational Assessment Evaluation and Accountability. 2016;28(4):347-375.
doi:10.1007/s11092-015-9221-x .

Teodorović, Jelena, Stanković, Dejan, Bodroža, Bojana, Milin, Vladeta, Đerić, Ivana, "Education policymaking in Serbia through the eyes of teachers, counselors, and principals" in Educational Assessment Evaluation and Accountability, 28, no. 4 (2016):347-375,
https://doi.org/10.1007/s11092-015-9221-x . .