Education policymaking in Serbia through the eyes of teachers, counselors, and principals

• Published in: Educational assessment, evaluation and accountability evaluation and accountability, 2016-11, Vol.28 (4), p.347-375
• Main Authors: Teodorović, Jelena, Stanković, Dejan, Bodroža, Bojana, Milin, Vladeta, Đerić, Ivana
• Format: Article
• Language: English
• Subjects: Accreditation; Administrator Attitudes; Analysis; Assessment; Attitudes; Counselor Attitudes; Education; Education policy; Education reform; Educational Change; Educational Development; Educational Planning; Educational Policy; Educational reform; Educational Research; Foreign Countries; Heuristic; Heuristics; Inclusion; Inclusive education; Individualized Education Programs; Initiatives; Inservice Teacher Education; Instructional Leadership; Learning; Pedagogy; Policy Formation; Policy making; Principals; Program Evaluation; Program Implementation; Reforms; Satisfaction; School administration; Schools; Students; Studies; Teacher Attitudes; Teacher education; Teachers; Testing and Evaluation; Training
• ISSN: 1874-8597; 1874-8600
• DOI: 10.1007/s11092-015-9221-x

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.