The harmonisation process of education systems of European countries started in the 1990s. The Anglo-Saxon system developed in the United Kingdom became generally adopted and globally dominant because it proved to be more flexible and effective in the age of globalization and changes in society, economy and labour market. Serbia joined this process in 2003 with the education reform which was supposed to introduce some novelties based on the UK system. The paper reviews those characteristics of the education system in the UK which Serbia adopted as objectives of its reform in order to make it more effective and compatible with other European education systems.
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The project Enhancing the Professional Development of Education Practitioners and Teaching/Learning Practices in SEE countries was performed in 2005-2006. Main result of the research are 11 comprehensive country reports which serve as a basis for the development of regional overview which provides assessment of situation and needs in SEE and also include recommendations for further work and a follow-up. Regional overview as well all country reports have been made available to all SEE-ECN country nodes within the network and education practitioners in the country. Each country node organized at least one round table to inform relevant institutions and interested education practitioners about the preliminary results and to gather their comments and proposals.
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Turner, David and Yolcu, Hüseyin, (eds.) Neo-liberal educational reforms: a critical analysis. Routledge research in education. Routledge, London
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SSRN Electronic Journal
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The study on social inclusion in Croatia was conducted within the European Training Foundation (ETF) regional project on social inclusion through education and training in Southeast Europe. The objective was to analyse policies and practices regarding teachers’ preservice education and inservice professional development, and to identify issues, challenges and good practices with regard to the development of the competences required for inclusive education practices by teachers from primary and secondary education.
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Contemporary Issues of Education Quality
The aim of the paper is to explore and come to a deeper understanding of the notion of body empathy in the counseling process. The embodiment and being in the body in a counseling relationship is explored through the emphasizing the importance of overcoming mind and body dualism and referring to the body as an object and as an instrument. Instead, the relational approach is suggested and the role of body mirroring and the phenomenon of linking is being introduced. Andragogical perspectives draw from the importance of incorporating counselinig in adult education settings and developing the sensitivity for using basic counseling and helping skills by adult educators taking a counseling role. Additionally, attention is drawn to developmental aspects of learning which include social context and acknowledging the body and the bodily in counseling in order for both sides to grow.
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