Школско развојно планирање: могућност уважавања различитости
School development planning: possibility of recognizing the diversity
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The reform of education has foreseen and started supporting school autonomy. One part of the
Project for promoting education in the Republic of Serbia includes the Fund for School
Development that is to promote school development planning as a possibility of creating
one’s own development. The said Project, which has to promote teaching and learning, and
enable local community to assume responsibility for schools, makes school autonomy
attainable. Serbian Government and the Ministry of Education and Sports have founded the
Fund for School Development and it supports ideas suggested by schools themselves. The
Team for School Development has been formed within the Ministry and it provides training
for schools in this process. A pilot phase of the project was accomplished throughout 2002. Of
the 40 schools participating in the pilot phase, 39 handed in their development plans and
projects, while 38 received financial aid for accomplishing the plans. The major stage of the
Proje...ct started in October 2002 and it will have been completed by 2005, comprising 900
Serbian schools. Financial resources will be allotted to 75% of primary and 50% of high
schools. The expected outcomes of the Project will be: school trained for creating
development plans, parents and school boards enabled to contribute to upgraded work of
school, better-trained teachers, better-equipped school, teachers and students happier with life
in school.
Кључне речи:
school development planning / promotion of teaching / recognition of diversity / local communityИзвор:
Уважавање различитости и образовање, 2003, 88-90Издавач:
- Београд : Институт за педагошка истраживања
Напомена:
- Назив збирке:Библиотека "Педагошка теорија и пракса” 10
Колекције
Институција/група
IPITY - CHAP AU - Најдановић-Томић, Јелена PY - 2003 UR - http://ipir.ipisr.org.rs/handle/123456789/361 AB - The reform of education has foreseen and started supporting school autonomy. One part of the Project for promoting education in the Republic of Serbia includes the Fund for School Development that is to promote school development planning as a possibility of creating one’s own development. The said Project, which has to promote teaching and learning, and enable local community to assume responsibility for schools, makes school autonomy attainable. Serbian Government and the Ministry of Education and Sports have founded the Fund for School Development and it supports ideas suggested by schools themselves. The Team for School Development has been formed within the Ministry and it provides training for schools in this process. A pilot phase of the project was accomplished throughout 2002. Of the 40 schools participating in the pilot phase, 39 handed in their development plans and projects, while 38 received financial aid for accomplishing the plans. The major stage of the Project started in October 2002 and it will have been completed by 2005, comprising 900 Serbian schools. Financial resources will be allotted to 75% of primary and 50% of high schools. The expected outcomes of the Project will be: school trained for creating development plans, parents and school boards enabled to contribute to upgraded work of school, better-trained teachers, better-equipped school, teachers and students happier with life in school. PB - Београд : Институт за педагошка истраживања T2 - Уважавање различитости и образовање T1 - Школско развојно планирање: могућност уважавања различитости T1 - School development planning: possibility of recognizing the diversity EP - 90 SP - 88 UR - https://hdl.handle.net/21.15107/rcub_ipir_361 ER -
@inbook{ author = "Најдановић-Томић, Јелена", year = "2003", abstract = "The reform of education has foreseen and started supporting school autonomy. One part of the Project for promoting education in the Republic of Serbia includes the Fund for School Development that is to promote school development planning as a possibility of creating one’s own development. The said Project, which has to promote teaching and learning, and enable local community to assume responsibility for schools, makes school autonomy attainable. Serbian Government and the Ministry of Education and Sports have founded the Fund for School Development and it supports ideas suggested by schools themselves. The Team for School Development has been formed within the Ministry and it provides training for schools in this process. A pilot phase of the project was accomplished throughout 2002. Of the 40 schools participating in the pilot phase, 39 handed in their development plans and projects, while 38 received financial aid for accomplishing the plans. The major stage of the Project started in October 2002 and it will have been completed by 2005, comprising 900 Serbian schools. Financial resources will be allotted to 75% of primary and 50% of high schools. The expected outcomes of the Project will be: school trained for creating development plans, parents and school boards enabled to contribute to upgraded work of school, better-trained teachers, better-equipped school, teachers and students happier with life in school.", publisher = "Београд : Институт за педагошка истраживања", journal = "Уважавање различитости и образовање", booktitle = "Школско развојно планирање: могућност уважавања различитости, School development planning: possibility of recognizing the diversity", pages = "90-88", url = "https://hdl.handle.net/21.15107/rcub_ipir_361" }
Најдановић-Томић, Ј.. (2003). Школско развојно планирање: могућност уважавања различитости. in Уважавање различитости и образовање Београд : Институт за педагошка истраживања., 88-90. https://hdl.handle.net/21.15107/rcub_ipir_361
Најдановић-Томић Ј. Школско развојно планирање: могућност уважавања различитости. in Уважавање различитости и образовање. 2003;:88-90. https://hdl.handle.net/21.15107/rcub_ipir_361 .
Најдановић-Томић, Јелена, "Школско развојно планирање: могућност уважавања различитости" in Уважавање различитости и образовање (2003):88-90, https://hdl.handle.net/21.15107/rcub_ipir_361 .