Higher Education in Serbia - Numbers and Figures
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Country Report: Serbia
Country Report: Serbia 2016 Update Acknowledgements & Methodology This report was written by Pavle Kilibarda and Nikola Kovačević at the Belgrade Centre for Human Rights (BCHR), and was edited by ECRE. The first update was written by Nikola Kovačević at BCHR, and was edited by ECRE. This report draws on the BCHR’s experience in representing asylum seekers and refugees in Serbia, engaging the asylum authorities and monitoring the respect for the right to asylum in the country. The information in this report is up-to-date as of 31 December 2016. The Asylum Information Database (AIDA) The Asylum Information Database (AIDA) is coordinated by the European Council on Refugees and Exiles (ECRE). It aims to provide up-to date information on asylum practice in 20 countries. This includes 17 EU Member States (AT, BE, BG, CY, DE, ES, FR, GR, HR, HU, IE, IT, MT, NL, PL, SE, UK) and 3 non-EU countries (Serbia, Switzerland, Turkey) which is easily accessible to the media, researchers, advocates, legal practitioners and the general public through the dedicated website www.asylumineurope.org. Furthermore, the project seeks to promote the implementation and transposition of EU asylum legislation reflecting the highest possible standards of protection in line with international refugee and human rights law and based on best practice. This report is part of the Asylum Information Database (AIDA) funded by the European Programme for Integration and Migration (EPIM), a collaborative initiative of the Network of European Foundations. This report was funded by the European Union with support from the Asylum, Migration and Integration Fund (AMIF). -
Examination of the Motivation for Further Education Among Hungarian High School Students in Vojvodina
DETUROPE – THE CENTRAL EUROPEAN JOURNAL OF REGIONAL DEVELOPMENT AND TOURISM Vol. 12 Issue 3 2020 ISSN 1821-2506 Original scientific paper EXAMINATION OF THE MOTIVATION FOR FURTHER EDUCATION AMONG HUNGARIAN HIGH SCHOOL STUDENTS IN VOJVODINA Boglárka KINCSESa, Sándor PAPPb a Ph.D. student, University of Szeged, Doctoral School of Geosciences, Department of Economic and Social Geography, Egyetem utca 2, H-6722 Szeged, Hungary, [email protected] b Ph.D. student, University of Szeged, Doctoral School of Geosciences, Department of Economic and Social Geography, Egyetem utca 2, H-6722 Szeged, Hungary, [email protected] Cite this article: Kincses, B., Papp, S. (2020). Examination of the motivation for further education among Hungarian high school students in Vojvodina. Deturope, 12(3): 151-168. Abstract The study focuses on the higher education choices of Hungarian-speaking students studying at Serbian high schools in Vojvodina. Due to the disorganized nature of Hungarian-language higher education in Serbia, Hungarian students have little opportunity to study in their mother tongue at state universities and colleges. A questionnaire was distributed among 442 students at 11 high schools in Vojvodina to find out about their intention to study after high school, their reasons for and against higher education in Serbia, and the reasons influencing their choice of higher education institution. The results were analyzed with frequency tables and word clouds. Eighty percent of respondents said they planned to continue their studies after high school. Of those, 72% would like to study in one of the Hungarian higher education institutions, while 25% would like to study in Serbia. -
A Note on University Autonomy and the New Law on Higher Education in Serbia
A Note on University Autonomy and the New Law on Higher Education in Serbia At the invitation of Prof. Fuada Stankovic , Rector of the University of Novi Sad, recent signatory of the Magna Charta Universitatum, the Observatory of the University Fundamenta l Values and Rights, in Bologna, delegated two of its members, Prof. Michael Daxner, former President of the University of Oldenburg and former International Administrator for Education in Kosovo, and Dr. Kenneth Edwards, former Vice -Chancellor of the Univ ersity of Leicester and former President of the Association of European Universities, to discuss with representatives of all universities in Serbia the conditions of academic development - as envisaged by the new law on higher education. They were accompan ied by Dr. Andris Barblan, Secretary General of the Magna Charta Observatory. From a full day of intense discussions, the following paragraphs represent a summary of their understanding of the situation in Serbian higher education at present: A. Context and Challenges Among the countries of South East Europe, Serbia has chosen as guiding principle for its development the compatibility of its structural rules with those defining the transformation of Europe into a community which Serbia would like to join in the future. To reach European compatibility , it can count on its central position in the continent as well as on a high intellectual capacity shaping a system of comprehensive universities that spreads in various parts of the country. It can also prese nt a remarkable set of legal and structural reforms that were discussed and adopted in a short period of time, often with a clear sense of the linkages between various sectors of activity, for instance primary and secondary education. -
Minority Education in the Republic of Serbia – a Success Story with Challenges
Annamária Vicsek Minority Education in the Republic of Serbia – A Success Story with Challenges Abstract Minority education in Serbia dates back to and relies on the policies and practices inherited from the former Yugoslavia, and there is a rather elaborated and sophisticated system of minority education which relies on two strong pillars: one pillar is the right to full education in one’s mother tongue and the other is acquiring the state language to a satisfactory level at the same time. The paper is more of a reflection on the current status and challenges of minority educa- tion from the viewpoint of the author who at the time of writing was serving as state secre- tary in charge of minority education at the Ministry of Education, Science and Technologi- cal Development of the Republic of Serbia. Therefore, the paper should not be considered an academic approach on the matter. Legal Framework of Minority Education The foundation of the right to minority education is embedded in the Constitution of the Republic of Serbia, which dedicates an entire section to human and minority rights.1 Among other human and minority rights, the right to preservation of specificity of national minorities is also determined (Article 79). Moreover, the right to education in minority languages in all kinds of educational institutions is also defined in the same article of the Constitution. Article 20 of the Constitution determines that the attained level of human 1 Official Gazette of RS, No. 98/2006, Section II. https://www.ilo.org/dyn/natlex/docs/ELECTRON- IC/74694/119555/F838981147/SRB74694%20Eng.pdf 85 Hungarian Journal of Minority Studies · Volume II | 2018 and minority rights must not be decreased. -
Ww.Univerzitetps.Com Dear Sir Or Madam
ww.univerzitetps.com Dear Sir or Madam, We are pleased to inform you that The Fifth International Academic Conference “Science and Practice of Business Studies” will be held on 15th September, 2017 at The University of Business Studies in Banja Luka. Topics: 01 ECONOMIC STUDIES 1. New economy, the challenges and the state of the domestic market 2. Strategies of management as the drivers of competitiveness 3. Economic relations in the process of globalization 4. Forensic Accounting and Auditing 5. Management control system 02 ENVIRONMENTAL STUDIES 1. Ecology and Sustainable Development 2. Biodiversity and Biodiversity Protection 3. Solving health and environmental problems 4. Organic Agriculture 03 LEGAL STUDIES 1. Local self-government in the function of society development 2. Regulations in BiH paving the way to the European Union 3. Judicial authorities and crime prevention 4. Law and legal security in business operations 04 TOURISM AND HOSPITALITY STUDIES 1. The importance of cultural and historical heritage of the Republic of Srpska in tourism development 2. Tourism as a driver of the regional development 3. The integration of Bosnia and Herzegovina in the European and global tourism trends 05 INFORMATION AND DESIGN STUDIES 1. Internet of Things (IoT) 2. Big Data 3. Education and design 4. Design as culture 5. Design and space 06 FOREIGN LANGUAGES IN BUSINESS STUDIES ACADEMIC COMMITTEE: 1. Prof. dr Marko Rajčević, The Faculty of Law, University of Banja Luka 2. Prof. dr Boris Tihi, Academy of Science B&H (full member), The Faculty of Economics, University of Sarajevo 3. Prof. dr Valery Zusman, National Research University, Higher School of Economics, Novgorod, Russia 4. -
Military Academy University of Defence Military Academy
Honour Is Our Asset Is Honour UNIVERSITY OF DEFENCE MILITARY ACADEMY UNIVERSITY OF DEFENCE Military Academy Honour Is Our Asset MILITARY ACADEMY – THE SOURCE OF KNOWLEDGE AND SKILLS The Military Academy is a higher education and scientific institution of the University of Defence of the Republic of Serbia Ministry of Defence. It is the main pillar of educational activities for the Ministry of Defence and the Armed Forces of Serbia. Education at the Military Academy comprises a strongly connected set of academic programmes, military training and professional development of the command staff. MISSION OF THE MILITARY ACADEMY “Through the military education system, the identity of a professional officer as an honourable, loyal, and trained leader, prepared for intellectual and ethical challenges of an officer’s vocation in service of the homeland – the Republic of Serbia – is to be built.” THE AIM OF EDUCATION PROCESS The aim of education at the Military Academy is to prepare officers for the initial duties in their branch or service, according to the missions and tasks of the Armed Forces of Serbia, and to enable their further professional development. MILITARY ACADEMY TODAY Today, after 160 years of the successful application and implementation of military education, the Military Academy, in the scope of the defence reforms in our country, stands committed to full integration into the system of higher education in the Republic of Serbia, while observing and studying the experiences of military education in the countries of our region, and the NATO and Partnership for Peace member countries, as well as preserving all the historical and traditional values acquired through the long and fruitful history of military education in Serbia. -
Fixing the Broken Promise of Education For
FIXING THE BROKEN PROMISE OF EDUCATION FOR ALL Findings from the Global Initiative on Out-of-School Children FIXING THE BROKEN PROMISE OF EDUCATION FOR ALL Findings from the Global Initiative on Out-of-School Children UNESCO Institute for Statistics The UNESCO Institute for Statistics (UIS) is the statistical office of UNESCO and is the UN depository for global statistics in the fields of education, science and technology, culture, and communication. The Institute is the official source of data used to monitor progress towards Education for All and related targets of the Millennium Development Goals. The UIS education database is the most comprehensive in the world covering a wide range of indicators—from girls’ enrolment in primary school to the mobility of university students. It is updated three times each year based on results of the UIS annual education survey, which is conducted in more than 200 countries and territories. Established in 1999, the Institute serves Member States and the UN system, as well as inter-governmental and non-governmental organizations, research institutes, universities and citizens interested in high-quality data. Our central goal is to improve the opportunities and living conditions of children and adults around the world by producing the data needed for effective policies and interventions. United Nations Children’s Fund (UNICEF) UNICEF promotes the rights and wellbeing of every child, in everything we do. Together with our partners, we work in 190 countries and territories to translate that commitment into practical action, focusing special effort on reaching the most vulnerable and excluded children, to the benefit of all children, everywhere. -
[email protected], [email protected] Www
PERSONAL INFORMATION Name MARKO STOJANOVIĆ Address Telephone Mobil Fax E-mail [email protected], [email protected] Web www.worldmime.org and www.curling.rs Nationality Serbian Date of birth 2ND of January 1971. WORK EXPERIENCE • Dates (from – to) From 2013 to date • Name and address of employer BELGRADE YOUTH CENTRE “DOM OMLADINE BEOGRADA”, Makedonska 22, 11000 Belgrade, Telephone: + 381 (0) 11 322 01 27, www.domomladine.org; [email protected] • Type of business or sector Belgrade Youth Centre is a cultural institution of the City of Belgrade • Occupation or position held Acting GENERAL MANAGER and Director of the Belgrade Jazz Festival • Main activities and responsibilities Organising work process and managing employees as well as artists and finances. Development and improvement of programs, work processes and financial situation. Developing relationships with Belgrade, Serbian and international youth as primary audience, but with city and state governments, core diplomatique, ngo's, youth, educational and artistic institutions, formal and informal groups and individuals. Produceing the Belgrade Jazz Festival since 1971. • Dates (from – to) From 2013 and 2014 • Name and address of employer SINGIDUNUM UNIVERSITY, Danijelova 32, 11000 Belgrade, Telephone: + 381 (0) 11 3093 220, www.singidunum.ac.rs ; [email protected] • Type of business or sector Management and Communication • Occupation or position held LECTURER AND PR CONSULTANT • Main activities and responsibilities Teaching Communication Skills and Public -
The Sources of Inequity in the Education System of Serbia and How to Combat Them1
c e p s Journal | Vol.6 | No2 | Year 2016 101 The Sources of Inequity in the Education System of Serbia and How to Combat Them1 Ana Pešikan*2 and Ivan Ivić3 • The concept of equal opportunity for all students is deeply embedded in the Serbian constitution and in education laws. On that level, there is no doubt that everyone is ensured an opportunity to receive quality educa- tion. Many measures in education policy have been created specifically to achieve this objective and make the system fair and inclusive. The Cole- man Report was linked to a wave of optimism that certain educational measures would help in achieving these noble goals. This aim is a high priority in education in a democratic country, and due to its importance needs to be re-examined. Thus, the present research examines the equity of students in the Serbian education system, detecting areas on all edu- cational levels that could be (or already are) systemic sources of inequity (e.g., criteria for preschool institution enrolment, the system of student awards, rationalisation of the school network, the concept of entrance ex- ams to secondary school or university, etc.). A number of measures have already been taken in the system specifically to deal with inequity (e.g., the Preschool Preparatory Programme, dropout measures, inclusion, scholar- ships, etc.). The effects of these measures in particular are analysed in the present work. In addition to an analysis of the systemic sources of inequity in the Serbian education system, the article also makes recommendations for their overcoming. Keywords: equity, sources of inequity, education system, Serbia 1 The work originated within the project “Identification, evaluation and development of cognitive and emotional competences that are important in a society oriented towards European integration”, No. -
Education in Serbia in Light of the MICS Data 2015
B A The analysis of Multiple Indicator Cluster Survey data 25% 50% 05 Education in Serbia in Light of the MICS Data 2015 Education in Serbia in Light of the MICS Data The analysis of Multiple Indicator Cluster Survey data 2015 Preface and Acknowledgments he Republic of Serbia is one of the few countries in which all five rounds of the Multiple Indicator Cluster T Surveys (MICS) have been implemented. The third (2005), fourth (2010) and fifth round (2014) of the MICS included two surveys: a standard one, representative at the national level; and another representative of the population from Roma settlements – with the aim to close the data gap for this very vulnerable population group. Implementation of all rounds of the MICS has allowed for observation of trends in the selected areas. The latest 2014 Serbia MICS and 2014 Serbia Roma Settlements MICS were carried out by the Statistical Office of the Republic of Serbia with technical and financial support provided by the United Nations Children’s Fund (UNICEF). In addition to the traditional MICS indicators, country-specific indicators were included. The standard outputs of the 2014 surveys include a key findings report and the final MICS report. Both reports are of a descriptive nature and present important social and development indicators by selected background characteristics of the households and individuals. In order to utilize the full potential of the surveys, UNICEF supported secondary data analyses in different domains (early childhood development, education, rural/urban disparities, gender equality, child protection and poverty). The analysis presented in this report examines the issue of education in Serbia and was conducted by Dejan Stankovic. -
List of Contributing Authors
List of contributing authors Aneesh Wunnava Adam Price Department of Electronics and Communication University of Edinburgh Engineering Institute for Perception, Action and Behaviour Institute of Technical Education and Research Informatics Forum ITER Edinburgh, United Kingdom Siksha O Anusandhan [email protected] Odisha, India Thomas Joyce [email protected] University of Edinburgh Manoj Kumar Naik Institute for Perception, Action and Behaviour Department of Electronics and Communication Informatics Forum Engineering Edinburgh, United Kingdom Institute of Technical Education and Research [email protected] ITER J. Michael Herrmann Siksha O Anusandhan University of Edinburgh Odisha, India Institute for Perception, Action and Behaviour [email protected] Informatics Forum Edinburgh, United Kingdom Bibekananda Jena [email protected] Department of Electronics & Communication Engineering Tanmoy Som Anil Neerukonda Institute of Technology and Department of Mathematical Sciences Sciences ANITS Indian Institute of Technology (BHU) Andhra Pradesh, India Varanasi, India [email protected] [email protected] Rutuparna Panda Tuli Bakshi Department of Electronics & Telecommunication Department of Computer Science VSS University of Technology VSSUT Calcutta Institute of Technology Odisha, India Howrah, India [email protected] [email protected] Arindam Sinharay Gunjan Goyal Department of Information Technology Department of Mathematics Future Institute of Engineering and Management Jaypee Institute of Information Technology Kolkata, India Noida, India [email protected] [email protected] Mališa R. Žižović Pankaj Kumar Srivastava Faculty of Technical Sciences in Čačak Department of Mathematics University of Kragujevac Jaypee Institute of Information Technology Kragujevac, Serbia Noida, India [email protected] [email protected] Dragan Pamučar Dinesh C.S. -
Migration Studies in Serbian Universities Curricula
MIGRATION STUDIES IN SERBIAN UNIVERSITIES CURRICULA Project: MAINSTREAMING MIGRATION INTO NATIONAL DEVELOPMENT STRATEGIES Report Prof. Dragan R. Simic, PhD, Assist. Magister Dragan Zivojinovic, University of Belgrade – Faculty of Political Science Belgrade, June 2015. 1 This publication has been developed with the assistance of the Swiss Agency for Development and Cooperation (SDC), International Organization for Migration (IOM) and the United Nations Development Programme (UNDP), within the framework of a joint global project “Introducing Migration in National Development Strategies”. The content of this publication does not necessarily reflect the views of SDC, IOM or UNDP, or of their member states. 2 Content INTRODUCTION ................................................................................................................................. 5 I MIGRATION AS GLOBAL CHALLENGE AND THREAT IN THE 21 ST CENTURY ....................................... 8 Population movement as a security threat ....................................................................................... 12 II MIGRATION AND DEVELOPMENT ................................................................................................. 14 III MIGRATION IN SERBIAN UNIVERSITIES CURRICULA .................................................................... 16 Migration studies at University of Belgrade ..................................................................................... 17 MigrationMigration in the curriculum of the Faculty of Geography ...........................................