Abstract
The paper provides a diachronic overview of curricula for Serbian Language and Literature courses in secondary schools from 1990, when comprehensive secondary schools were reinstated into the education system of the Republic of Serbia, to present day. The structure and contents of the literary elements were monitored, analyzed, and contrasted. The aim of the curricula analysis in the indicated period is to ascertain and explain the positive and negative aspects of previous reforms to which literary content was exposed, and to, in accordance with the obtained results, draw appropriate conclusions and provide recommendations for their future improvements.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
