Financial Management, Accounting and Controlling Curricula Development for Capacity Building of Public Administration (FINAC)
The main goal of FINAC project is to contribute to the higher quality of budgeting, finance management, accounting and controlling in Albania's and Serbia's public administration by building its capacities in mentioned areas. This goal will be achieved through: designing and developing three new master degree programmes in Serbia and two new master degree programmes in Albania in the field of financial management, accounting and controlling; provision of trainings for public administration employees in Serbia; modernisation of one master degree programme in the field of public financial management in Serbia. All master degree programmes will be developed on the basis of learning outcomes, flexibility of learning paths in terms of choice of elective subjects and consequent specialisation, choice of teaching and assessment methods in order to ensure fulfilment of the learning outcomes.
Supporting VET teachers’ Continuous Professional Development through e-Portfolio
General objective of the project is to promote the ePortfolio use in VET system in Serbia. Specific objectives of the project are set at 3 levels (i.e. policy, school, teacher/trainer). The specific objectives are: to raise policymakers’ awareness of the ePortfolio’s potentials in fostering teachers’ continuous professional development (CPD), improvement of teaching practice and development of 21st century skills for learners; to implement the whole school approach to the ePortfolio use for CPD by strengthening school management capacities to assess its ePortfolio maturity level, to plan, guide ePortfolio integration at the institutional level and select appropriate ePortfolio tools e.g. (Mahara, Google Drive) and to build capacities of VET teachers to use ePortfolio as a method for enhancing self-learning and self-reflection skills.
The goal of this project is to implement several indicators from the Reference Framework of Competences for Democratic Culture (CDC) related to the media and social networks. The pilot project consists of following activities: literature and curriculum review, assessment of how competencies are currently reflected in the education systems in partner countries, research of teachers opinions and needs related to the CDC and its implementation in the digital space, development of a common approach and support to teachers for using new didactical approaches in teaching, as well as preparation of the strategic document with recommendations and best practice toolkit.
Strengthening of Intercultural Practices in Culturally Diverse Schools
The goal of this project is strengthening of teachers, principals and professional associates of participating schools for the realisation of intercultural education. It foresees planning and implementing intercultural educational activities in five selected primary and secondary schools with high percentage of students belonging to national minorities from different regions of Serbia; strengthening of school teams for the implementation of intercultural school practices, testing of intercultural school activities on a selected sample and providing recommendations for further strengthening of intercultural practices in schools in Serbia, taking into account the capacities of institutions and possible support of the civil sector.
Teachers’ Interventions based on Research Findings
Building on the project NARIP, when local teachers teams conducted research in the fields of inclusive and intercultural education and based on the data obtained proposed adequate interventions for improvements in local communities, project “Teachers’ Interventions based on Research Findings” deals with the last phase of the action research - implementation of proposed. The goal of the project is to support five teams of teachers researchers in planning, implementation and monitoring of interventions, affirming in that way the role of teachers as leaders of positive changes in their local communities.
Making Roads Safer Using a Gender-targeted Approach
In order to improve transport and road safety, the World Bank Transport and ICT Global Practice (in the Europe and Central Asia region) received a grant for an analytical project "Road safety through a gender lens making roads safer using a gender targeted approach". Within this engagement, local partner organisation SPIKS will deliver a road safety awareness campaign through focused intervention to high-school students in selected schools, while Centre for Education Policy will conduct preformative and impact evaluation od the campaign.
The goal of this project is to examine the intercultural sensitivity of young people, their parents and teachers in the region of Sandžak, as well as their attitudes towards intercultural education, in order to gain insight into their competencies for participation in democratic culture and life in culturally diverse society. Upon the realisation of the research, the research results will be publicly presented, firstly in Sandžak region, followed by other relevant conferences and events. The project is realised in partnership with the organisation Urban In, in the following cities: Novi Pazar, Sjenica, Tutin, Prijepolje, Priboj and Nova Varos.
Improving the quality of the education system of the Republic of Serbia and developing horizontal learning between schools (SHARE)
The main idea of the project is to initiate and develop mutual exchange and learning between schools with the aim of improving everyday practice of all participating schools. The project will support cooperation between 10 good schools and 10 pilot schools in need for additional support, as assessed through the process of external evaluation. The Project will assist good schools in taking a role of ‘critical friend’ by empowering them to recognise their own strengths and to reinforce their capacities for providing support and exchange of good practices with other schools. On the other hand, 10 pilot schools will be supported in taking actions to improve educational opportunities for their students. In order to do so, these schools will get continuous support from the CEP, IEQE, external expert mentors and peers from good schools. Based on lessons learned, the Project will provide recommendations how this novel practice could be scaled up to the system level.
Support to education of migrant children/ refugees in the Republic of Serbia
This project is based on the Work Plan for the implementation of the Cooperation Programme between UNICEF and the Government of the Republic of Serbia in the field of education in the period 2016-2017. The project goal is to enable successful integration of migrant/ refugees children into the education system, starting from preschool education to the end of high school. It will be achieved through the development of training programs for educational institutions and school administration, as well as associations that implement programmes of informal education in refugee centres; providing mentoring support and small grants to educational institutions; providing linguistic and professional support to schools and preschool institutions with these students enrolled. In the first phase of the project, participating institutions are selected from the cities where there are refugee centres (Belgrade, Lajkovac).
Development and implementation of programmes to improve the capacity of educational institutions, school authorities and civil society organisations
The establishment of grant scheme for educational institutions and coordination of their plans of including children and students
Providing support to institutions for the successful integration of children and students
Cooperation with all interested parties, the Ministry of Education, Science and Technological Development and social welfare centres in enrollment of children
Coordination of meetings and mentor team
The distribution of relevant materials, reports and promotion of good practices
Ensuring quality education for children and students who are enrolled in regular education
This project is supported by UNICEF Serbia, in line with the Work Plan for the implementation of the Cooperation Programme between UNICEF and the Government of the Republic of Serbia in the field of education in the period 2016-2017, and Ministry of Education, Science and Technological Development of the Republic of Serbia.
Duration: September 2016 - February 2017
Towards the Institutionalisation of Inclusive Education Monitoring
The main aim of the project is to make new proposal of The Standards of Quality of Education for next revision in 2016, which should include created and adapted indicators of National Framework of Inclusive education in Republic of Serbia made by Institute of Psychology. Institute of Evaluation of Quality of Education (IEQE) as partner on the project participates in creation of the proposal for new revision of The Standards of Quality of Education which should become more sensitive to capture different school aspects of inclusive education. Proposal of old, new and adapted standards and indicators, as well as evidences that serves in process of verification of standards and indicators, will be piloted in 20 primary schools across Republic in Serbia in order to achieve measurable, feasible, relevant, economic and informative set of standards, indicators and evidence of inclusive education with strong correlation with quality of education.
The project aims to contribute to decreasing dropout and early school leaving of children and adolescents through the establishment and enforcement of mechanisms for early identification of children at risk of dropping out, responding to this and through the implementation of efficient prevention measures and intervention at the school level. It is implemented in 10 selected primary and secondary schools. Project activities are aimed at decreasing the dropout rate in selected schools through testing the measures for dropout prevention and strengthening schools’ capacities for independent elaboration and implementation of policies in this field. Target groups of this project are children at risk of dropping out and their parents, other children in school, teachers, local community and relevant institutions (centres for social welfare, local self-governments etc.), civil society organisations, while the beneficiary will be the wider community.
Towards Sustainable and Equitable Financing of Higher Education in Bosnia and Herzegovina, Montenegro and Serbia (FINHED)
The project aims to contribute to ensuring a more efficient, effective and equitable financing of higher education in the Western Balkans through (a) gathering and analysing fundamental and essential evidence on system-level and institutional financing and equity in higher education in Bosnia and Herzegovina, Montenegro and Serbia; (b) introduction and implementation of the EUROSTUDENT survey in the three countries of the Western Balkans; (c) strengthening local expertise in developing policies on financing and equity in higher education; (d) policy framework for an efficient, effective and equitable higher education systems in the three countries; (e) university financing models based on sensible diversification of income streams; and (d) the establishment of Regional Resource Point with the purpose to sustain results and disseminate them across the region.
Teachers - Reflexive Researchers of Inclusive Educational Practice (NARIP)
The project is based on the assumption that all the changes in the educational system cannot come to life if they do not directly involve those who are the main actors in the process of teaching - teachers themselves. The backbone of the activities in this project is the idea of a teacher as a researcher, a person who examines and based on concrete evidence improves practice and actively contributes to the improvement of conditions for quality education for every child. The project aims to support local teams of teachers researchers to research and promote inclusive practices in their school and community; improve the cooperation of teachers and other participants in the educational process; identify issues in practice for improvement and proposals for their solution; increase the professional satisfaction of teachers, to contribute to the development of a knowledge base on education, teaching and learning and its promotion.
Intercultural Education in System of Education in Serbia
The goal of this research is to provide insight into current state of Intercultural education in Serbian system of education and to formulate recommendations for policy makers based on the evidence and emerging conclusions. The research contains following analyses: analysis of legal and strategic framework, analysis of programmes at Teacher education faculties, analysis of Draft National Curriculum Framework, analysis of Catalogue of programmes for in-service teacher professional development and analysis of project activities in civil sector. Apart from these analyses, an overview of teachers' experiences of capacity building for Intercultural education was done as well as a research on teachers' intercultural sensitivity. Additionally, besides recommendations for policy makers, a proposal of indicators for monitoring Intercultural education in Serbia was given.
IPA — Increasing the Capacity of the Serbian VET System in Improving the Quality, Coverage and Relevance of the Vocational Education and Training
Together with the GOPA Consultants (DE) and Ecorys UK Ltd (UK), Centre for Education Policy is part of the consortium led by WYG International Limited (UK), which is implementing an EU funded project “Increasing the capacity of the Serbian VET system in improving the quality, coverage and relevance of the vocational education and training”. The purpose of the project is to increase capacity of Serbian VET system in improving the quality, coverage and relevance of the vocational education and training through: 1. The assessment, revision and implementation of training programmes in the area of VET; 2. Capacity building of institutions involved in VET reform; 3. Development of the National Qualification Framework (NQF) for VET.
Support to Pilot Schools for Implementing Inclusive Education Policies and Practices
Joint project of the European Union and the Council of Europe aims to improve social inclusion and social cohesion in the region, by promoting inclusive education and training. The project includes the countries of Southeast Europe - Albania, Bosnia and Herzegovina, Croatia, Montenegro, Serbia, the former Yugoslav Republic of Macedonia and Kosovo*. Seven selected schools per country will receive technical and financial support in the form of small grant loans (donations) for the improvement of inclusive education. In addition, there will be established a regional network of inclusive pilot schools (Inclusive School Net), for mutual learning and exchanging of experiences. Centre for Education Policy is a part of consortium, in charge of providing schools in Serbia with the technical support during the project lifetime.
Equal Access for All: strengthening the social dimension for a stronger European Higher Education Area (EQUI-ED)
The overall objective of the project is to diversify and enlarge the student body to mirror the society structure in Serbia. The specific objectives are to (a) enhance and improve efficiency of national support programme for diversifying and enlarging the student body entering and completing HE; (b) to establish and institutionalise practice of data collection and analysis in the domain of social dimension of higher education, both at the system and institutional level; (c) to establish institutional framework supporting student population to participate equally in higher education.
CEP’s role in the project was to contribute to the baseline study on social dimension, enhancement of the statistics on higher education, as well as to the development of the policy framework on equal access to higher education in Serbia
The project is supported by the European Commission within the framework of the Tempus Programme (project number: 516851-TEMPUS-1-2011-1-RS-TEMPUS-SMGR)
Duration: October 2011 - June 2015
Conducting Graduate Surveys and Improving Alumni Services for Enhanced Strategic Management and Quality Improvement (CONGRAD)
The CONGRAD project’s wider objective is to enable Higher Education Institutions (HEIs) in Serbia, Montenegro and Bosnia and Herzegovina to continuously conduct graduate surveys for the purpose of enhancing study offerings and facilitating permanent modernisation processes. CONGRAD is expected to contribute to the improvement of institutional self-evaluation processes by collecting systematic and reliable information on the links between study offerings and subsequent employment of graduates, as well as enable the evidence based evaluation of higher education reforms and curricular changes in the last decade. CONGRAD results will be exploited through the development of an action plan for future graduate surveys including other HEIs in the Western Balkans.
The aim of the project is raising awareness of teachers about the teaching profession beyond the subject affiliation, started with project Teachers’ Attitudes towards Their Profession (RANON), familiarising teachers with the advantages of the formal partnerships in order to facilitate greater influence on the formulation and implementation of inclusive education policies, acquainting them with the importance of these policies and strengthening their professional capacities through trainings for their successful implementation.
European Integration in Higher Education and Research in the Western Balkans
The project seeks primarily to strengthen the capacity of partner institutions in the Western Balkan countries in the area of educational research in general, and higher education and research policy analysis in particular, as well as to strengthen the basis for evidence based policy making in the area of higher education and research in the Western Balkans. At the same time, the project looks into the dynamics of higher education and research systems in the Western Balkans, while placing them against the backdrop of European integration processes. The project aims to contribute to knowledge within education research, higher education and research policy analysis and European studies, given that the information and analytical studies of higher education and research in the Western Balkans countries is rather limited.
Building Capacity for Structural Reform in Higher Education of Western Balkan Countries (STREW)
The project objective is to strengthen capacity for higher education structural reform in Western Balkan countries and facilitate a coherent convergence of the Region towards European Area of Higher Education, as a prerequisite for genuine implementation of Bologna agenda. Specific project objectives are (a) to enhance Regional cooperation in higher education issues and address questions concerning coherent convergence of the Region towards EHEA; (b) to strengthen capacity for change in public administration of Partner Country’s higher education institutions, on the issues related to the EU modernisation agenda; (c) to develop joint regional roadmap for structural reform and benchmark it with the best European practice.
The project is supported by the European Commission within the framework of the Tempus Programme (project number: 511335 -TEMPUS-1-2010-RS-TEMPUS-SMHES)
Duration: October 2010 - October 2013
Education Policy Study Programme in Serbia and Montenegro (EPSP)
The project objective is to contribute to the reform of education system in Serbia and Montenegro through establishing modern, flexible and internationally recognised programmes (master level) on education policy, compliant with the highest European standards and designed to meet constantly changing needs of education systems and to respond to expectations of different groups of learners and users.
The project is supported by the European Commission within the framework of the Tempus Programme (project number: 159074-TEMPUS-1-2009-1-RS-TEMPUS-JPCR)
Duration: December 2009 - September 2013
University’s Social Responsibility
The research aims primarily at identifying and interpreting the internal and external perceptions of the social contract between university and society in Serbian context (through qualitative techniques), by addressing the issue of university’s social role and responsibility, as seen by its members, on one hand, and salient external stakeholders, on the other. In parallel, the research seeks to identify (through quantitative techniques) key characteristics of the protagonists of academic profession in a changing higher education environment.
Teachers’ Attitudes towards Their Profession (RANON)
The project strives to contribute to the development of the teaching profession, as well as creating a solid empirical base on teachers' attitudes and perceptions on key educational topics (teaching profession and its improvement, responsibility, quality of education, cooperation of teachers within the school, at the municipality level etc.) for the purpose of further in-depth analysis and research. The project also aims at creating the pre-conditions for the development of education policies based on research and with participation of teachers as key actors in the educational process; providing teachers with the information on modern trends in education and their role in improving the quality of education and, finally, providing teachers with the information about opportunities for self-organization at the municipality level and the possibilities of strengthening teachers' associations.
This project is being implemented within a broader plan for short-term follow-up of monitoring of the implementation of inclusive education policy, which should provide regular reports and feedback needed in order to enable education system to generate quick corrective actions of different actors involved in the implementation of the inclusive education policy. The project is focused on school work and cooperation in local communities as essential objects for monitoring. In-depth qualitative analyses of practices of inclusive education (that did not exist in current practice) is being be used as monitoring methodology. Monitoring of work of a small number of schools are being be part of an analysis that would identify what worked well in practice so far, what are the key school pillars in the implementation of Individual Education Plans, what are the difficulties and barriers they faced, what are experiences gained and what schools and communities have learned from the experience of implementing inclusive education.
Documentation of existing practices in the implementation of inclusive education, specifically the implementation of Individual Education Plans, developing pedagogical profile of the child and the individualization of teaching, enrolment procedures and organization of overall educational and social support for the child within the school and the local community;
Mapping the existing problems in the implementation of inclusive education and analyze their causes;
Formulate proposals and concrete solutions in implementation of inclusive education for the purpose of better achieving the objectives of the inclusive education policy (correction of existing support measures and proposals of new measures);
Developing the model for monitoring the inclusive education at the school level together with the model for the observation of teaching focused on the elements of inclusive education.
Advancing Teacher Professionalism for Inclusive, Quality and Relevant education (ATEPIE)
The main goal of the project is to formulate national qualification frameworks for teachers in Western Balkan countries which can act as guidelines for further changes of educational practices and the reform of educational system. Their elaboration entails engagement of decision makers in the field of education, teachers’ educators, researchers and teachers themselves. A special attention is given to the voice of parents and pupils, especially those from marginalized and vulnerable groups, in order to assure a truly inclusive and anti-discriminatory approach. The project also strives to empower teachers within the related project “International Teacher Leadership,” as well as to provide support to young researchers of South Eastern Europe and disseminate policy recommendations, proposals and education research results.
The overall goal of the campaign for inclusive education is creation of an inclusive culture and practice for all children - increasing the enrolment rate of children from marginalized groups and improving the quality of education that they receive in preschool, primary and secondary education. The campaign included over 100 events across Serbia together with media campaign at the national and local level, publishing of articles on the topic of inclusive education and preparation of materials for educational institutions in Serbia about quality educational practices harmonized with the principles of the Education for All. The campaign included a brochure providing an overview of basic concepts related to inclusive education was prepared in order to better understand the concept of inclusion and inclusive education, as well as the importance of inclusion in society in general.
Research Policy, Financing and Performance: Croatia, Serbia and Slovenia in comparative perspective
The aim behind the study was to provide an informative comparison of policy developments, financing and performance in the three countries which were once part of the former Socialist Federative Republic of Yugoslavia: Croatia, Serbia and Slovenia. The research looked into the degree to which financing as a policy instrument is conducive to the development of scientific research within these countrie. The results can primarily be used by policy makers in Serbia, and though to a lesser extent other two countries, as well as international institutions and organisations approaching or seeking to enhance their understanding of the research systems under study.
Mapping Policies and Practices for the Preparation of Teachers for Inclusive Education in Contexts of Social and Cultural Diversity in the countries of Western Balkans
The overall objective is to contribute to the promotion of inclusive education and training policies and practices in Western Balkan countries (Albania, BiH, Croatia, Kosovo, Macedonia, Montenegro, Serbia) in contexts of social and cultural diversity. The specific objectives are (a) to analyse policies and practices regarding teachers’ pre-service training and in-service professional development schemes at the country level, to identify issues, challenges and good practice in the 7 participating countries with regard to the skills and competences required for inclusive education practices by teachers from primary and secondary education; (b) to identify in a cross country report the key findings from the country analyses in regard to major issues, challenges and good policies and practices for preparing teachers for inclusive education.
Autonomy of Higher Education Institutions in the Countries of Former Yugoslavia
In cooperation with Magna Charta Observatory, CEP conducted research on the concept of autonomy in higher education in the former Yugoslavian countries. The research was focused on the following questions: Who is autonomous? What does autonomy mean? How autonomy is "implemented"? The analysis of the concept of autonomy on the basis of laws and regulations was conducted as well as an analysis based on interviews with key stakeholders in all ex-Yugoslavian countries. The research addresses four dimensions of autonomy, namely, organizational structures and institutional governance, staffing, finances and academic matters. Preliminary results of the research were presented at the 24th annual CHER (Consortium of Higher Education Researchers) conference in Iceland in June 2011.
Reproduction of Social Inequalities through Education Transition & Efficiency and Equity of Student Standards
As part of a wider research project dedicated to the analysis of poverty in Serbia, two analyses were conducted by CEP: (1) an analysis of reproduction of social inequalities through education transitions and (2) an analysis of efficiency and equity of the student welfare system in Serbia. The first study focused on issues related to the reproduction of social inequalities through the education system in Serbia, with special attention to the system solutions about the rules of registration in high school and colleges, and to the transfer points where social reproduction becomes evident. The second study was dealing primarily with a system of scholarships and student loans in Serbia. The aim of the research was the assessment of equity and efficiency of the distribution of such assistance to students taking into account socioeconomic status of students.
Working Conditions of Teaching Staff in Higher Education
The aspect of higher education teaching staff working conditions are very often neglected in higher education reform plans and even the institutions that have started developing their own quality assurance systems often do not pay attention to this aspect of quality, although it is often points out that teachers have a key role in education reforms. Through analysis of relevant documents (legal framework, statutes of universities and colleges, rulebooks) and interviewing of staff, different aspects of teachers' work were addressed (nomination and promotion, teaching function and it’s possible training, research function and it’s possible training, administrative function and it’s possible training, the satisfaction of staff with the working conditions, etc.).
Publication about the National Qualifications Framework primarily serves as a key reference text for the implementation of the National Qualifications Framework in Serbia (and possible other countries in the region). The publication contains basic information about NQF relevant for the implementation of NQF in Serbia and examples of implementation of NQF in other countries.
Factors of Low Efficiency of Studying in Higher Education in Serbia
In cooperation with the Czech scientific institute CERGE-EI, CEP conducted research on the inclusiveness and efficiency of higher education in Serbia. The research involves analyzing the structure of the student population in terms of socioeconomic characteristics. Furthermore, during the research the possible impact which socioeconomic characteristics of students have on access, progress and finishing of higher education was considered. The research results were presented in the form of scientific article for publication in the Higher Education Policy in English and the journal of the Institute for Philosophy and Social Theory in Serbian.
The research of higher education funding models in SEE has been launched in order to made available information about higher education funding in selected countries of SEE, but also to deepen the higher education funding theme with the systematic review of the theory about higher education funding. The research approach was by the three analytical levels: system, institutional and individual student's level. The key intention of the study is to provide material for widening and deepening the ongoing discussions on financing higher education in the region and to offer a solid overview of the current situation to interested national and international audiences alike.
Tuning Teacher Education Curricula in the Western Balkans
The research was designed in order to provide information about the competences that teachers need in practice and that could serve as a base for development of programs and courses for teacher education. For this purpose, the project was designed to help in determining disparities between demands of practice and existing programs for teachers’ education. The aim of this research project was to examine the possibility of reform of curriculum for teachers’ education towards education based on the competencies they need in practice. Using the methodology of the European Tuning project, these competencies are defined in consultation with students and staff from institutions for training teachers, but also with a greater number of staff from future employers, e.g. kindergartens and schools. The survey included institutions for teachers’ education in Bosnia and Herzegovina, Montenegro, Croatia, Macedonia and Serbia.