др Александар Бауцал, Филозофски факултет, Београд

Иновације у настави, XXVI, 2013/3, стр. 7–23

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Резиме: Од 2000. године опште образовање у Србији пролази кроз значајне реформске процесе који су, сасвим очекивано, били повезани са бројним дилемама и дискусијама. Иако је процес реформе неколико пута мењао правац и концепцију, стандарди образовних постигнућа ученика били су део свих концепција. Прво су развијени стандарди за крај основног образовања, затим стандарди за крај првог циклуса основног образовања, а последњих неколико година ради се на развоју стандарда за опште средње образовање. У овом раду биће анализирана концептуална питања у вези са стандардима образовних постигнућа, а затим и процес увођења и развоја стандарда образовних постигнућа у образовни систем Србије. У првом делу рада биће разматрана следећа концептуална питања: шта су стандарди образовних постигнућа, по којим карактеристикама могу да се разликују, зашто су важни без обзира на све разлике између појединих врста стандарда и која су кључна питања која прате увођење стандарда у образовни систем. У другом делу рада биће разматрано како су развијани стандарди за основно и опште средње образовање у Србији – шта је био концепт у основи њиховог развоја, ко је био укључен у њихов развој и који су били кључни изазови током тог процеса. У закључном делу рада биће формулисана теза да су тешкоће у развоју и примени стандарда одраз проблема са којима се суочава реформа образовања у целини. Осим тога, биће скицирана и четири сценарија за даљу судбину стандарда у образовном систему у Србији: (а) стандарди ће послужити да учење и настава у учионици и школи постану релевантнији, квалитетнији и праведнији, (б) стандарди ће служити само као основа за национална тестирања и испите, (в) стандарди ће, као некадашњи циљеви, бити само „мртво слово“ на папиру и (г) стандарди ће бити укинути.

Кључне речи: стандарди образовних постигнућа, квалитет образовања, тестирање, наставни програми, реформа образовања у Србији.

Summary: Since 2000, general education in Serbia has been passing through signifi cant reform processes, which have been subsequently connected with various dilemmas. Although the reform process has changed its direction and concept for several times, standards of educational achievements, o students have always been a part of all concepts. First, there were standards developed for the end of the primary school education, and in recent few years, the work has been done on standards for general secondary education. In this paper, we are analysing concept issues concerning standards of educational achievements, and then the process of introducing and developing of educational achievements into the educational system of Serbia. In the fi rst part of the paper, the following conceptual issues will be discussed: What are the standards of the educational achievements, what are the characteristics they can diff er among themselves, why are they important, regardless the diff erences between some sorts of standards, which are the key issues following the introducing of standards into the educational system. In the second part of the paper, we are discussing the development of standards of primary and secondary education in Serbia – what would be the concept in the essence of their development, and what would be the key challenge during the process. In the conclusion, we are formulating the statement about the difficulties in application standards as the result of problems, which the educational reform is facing overall. Apart fromthis, there are going to be four scenarios stated for further development of standards in the educational system of Serbia: (а) the standards will serve for the teaching in the classroom to be more relevant, of a better quality and justifi able (b) standards will serve as the basis for national testing and exams (c) standards will, as former aims, mean nothing, d) standards will be abolished.
Key words: standards of educational achievements, quality of education, testing, curricula, educational
reform in Serbia.

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