Serbian Schools Research Articles

Child rights education in Serbian schools

In this article we report on a study in which we examined the opinions and attitudes of teachers and learners on child rights education in Serbian schools. The participants included teachers and learners of primary schools from 7 municipalities in Serbia. The results show that teachers and learners held similar views on certain issues about child rights in school. Teachers held a positive attitude toward child rights education and recognised the importance of school in this process. They assessed their competency as insufficient, believing that child rights education was not sufficiently realised in schools, and supported training programmes in this area. The results also show teachers’ views and suggestions for different areas of improvement. Learners, on the other hand, regarded teachers as the most responsible factor in child rights education, and their homeroom teachers as the greatest support in the protection of their rights. This study points to the need for a systematic approach to the implementation of child rights education in schools.

REFUGEE CHILDREN IN SERBIA DURING THE SECOND WORLD WAR

Taking care of the refugees who came to Serbia during the Second World War required great efforts from both the state apparatus and the entire nation. Children who arrived in Serbia with parents who were unable to take care of them, as well as those without parental care, were a special problem. Serbian refugee homes were organized for these children, and some of them were cared for by Serbian urban and rural families. Young people of school age attended classes in Serbian schools, or in special classes formed at refugee homes. The state took care of their survival, food, clothing and health.

Proslava dana Svetoga Save u srpskim školama u Skopskom sandžaku krajem XIX i početkom XX veka

At the end of the XIX and beginning of XX century The Saint Sava's cult was developed not just in Serbia and Montenegro but also in other Serbian areas which were under Turkish Empire and Austro - Hungarian Monarchy. In Old Serbia and Macedonia where Serbian people lived, before Serbian - Turkish war from 1876 - 78., The Day of Saint Sava was celebrated in cities like:Tetovo, Prizren, Priština, Vučitrn, Mitrovica, Gnjilane, Vranje, Niš, Skoplje, Kratovo, Kočan. However, as Serbian - Turkish war was proclaimed 1876 - 1878. All Serbian schools in Turkey had to stop working. After the war, most Serbian schools in Old Serbia, especially in Macedonia, remained closed. The work of Serbian schools was forbidden and Serbian name must not be spoken out loud. After passing the law of public schooling in Turkey (1891) Porta allowed opening of private schools, primarily in Skoplje, and then in Thessaloniki (December 1892), and since May 1893 in the whole Macedonian part of Kosovo vilayet. For Bitola and Thessaloniki's vilayet permission was obtained in April 1897. Serbian schools in Skoplje took part in all bigger events, holy days and celebrations in city itself as well as in entourage, and in some cases outwards. The Serbs celebrated all Christian holidays and in this way they raised Serbian national spirit. However, the greatest holy days are kept on the Day of the First Serbian Archbishop, educator and teacher, Saint Sava. In the year 1893. began the celebration of the Day of Saint Sava in Serbian schools in several places of Sandzak of Skoplje (Kratovo, Kočan, Berovo, Tetovo), and in the year of 1895. In Skoplje, when work of primary schools was renewed and Gymnasium was established, as well as in Kumanovo, in villages of Kriva Palanka - Rankovac i Stanco, villages of Kočan - Beli and Nivičani, and in Maleška area in villages like Ratevo and Berovo. The Day of Saint Sava was celebrated for the first time in the year of 1896. in Serbian schools in Kriva Palanka, Gostivar and in village of Pobužje (Montenegro of Skoplje), and in year of 1897. In Serbian schools in Kućevište (Montenegro of Skoplje), Leunovo (Mavrovo), as well as in villages of Skoplje area in villages (Kruševica, Tabanovci, Cetirći, Nikuljan, Algunja, Dragomanac, Klecovac, Jačica i Kusan), and in several villages around Tetovo (Brezno, Odra, Belovište, Vratnince, Rogočevo, Sirinić, Tudenc, Galat, Mavrovo, Dufa, Jarekitim and Tajmiste). Since the year of 1899. The Day of Saint Sava was celebrated in the village of Pantalej in Kočan, as well as the village of Smojmirov (Maleška area), and in newly opened schools in Rogačevo and Trudenc in Tetovo. The celebration of the Day of Saint Sava in Serbian schools in Sandžak of Skoplje was a special event. Administration of school chose the board more than a month before the celebration which had to prepare and more solemnly organize Saint Sava's celebration. Shortly before the Day of Saint Sava, according to the old custom, slav stake and Slavonic wheat were prepared, the hall is properly decorated, and general rehearsal of the program was held. Celebration started the night before the holiday by the evening liturgy in the church and there were also students and teachers. On the Day of Saint Sava, morning liturgy was held in honour of the Saint. After the morning liturgy priests, people and students went for litia from the churchyard towards school with the humming of church bells and the song "Uskliknimo s ljubavlju". In school, water consecration and cutting the bread are done, and then the host for the next celebration is chosen. After that, the administrator or some of the teachers adress to gathered people with convenient speech in which they describe the life of Saint Sava briefly and his merits for Serbian people. At the end of the speech one would ask gathered for donations in order to help poor students and people would do so. After the speech solemn program was held which included recitation and Serbian songs. In the afternoonin the school yard, folk festival, dance was held and it lasted until dark. In the evening there was a dinner party which was used to collect donations for poor students.

КОМЕНСКИЙ В СЕРБСКИХ ШКОЛАХ

. Jan Amos Komenský was one of the most influential educators of 17th century Europe. As the bearer of the pedagogy of the new century, he influenced changes in pedagogical thought and education with his ideas and writings, and as one of the founders of pedagogy as a science, he was a role model for young educators. Throughout his rich career he insisted on teaching in the mother tongue and that schooling should not only be an educational institution but also one that fosters the moral character and spirit of the individual. He believed that learning should be fun and that in the process students should gradually progress from simple and basic concepts to complex ones. This greatest reformer in the history of education introduced a subject-oriented school system and insisted on lifelong learning. The aim of this paper is to show the place and role of Jan Amos Komenský in Serbian pedagogy in the late 19th century and the first half of the 20th century and to present the methods that were applied in the work of Serbian schools during this period.

Srpsko školstvo kao bedem identitetskom inžinjeringu Benjamina Kalaja u Bosni i Hercegovini

Serbian education in Bosnia and Herzegovina under the Austro-Hungarian occupation developed in specific and complex socio-political circumstances. The entire school policy of the new authorities developed in accordance with their political and strategic interests, primarily the physical and spiritual separation of the occupied provinces from Serbia and the establishment of a new, artificial national and cultural identity. Serbian confessional schools, as guardians of Serbian culture and national identity, were under strong and continuous political pressure from the Austro-Hungarian authorities, which culminated during the First World War. Despite this, closely related to the Serbian Church and the Orthodox clergy, the Serbian schools survived as a strong bulwark against Kale's assimilationist political ideas.

Rad srpskih škola u Peći i okolini od nastanka do 1907. godine

Summary: Pedagogical life in Kosovo and Metohija took place under specific and unsettled political, economic and cultural conditions. However, starting from the point of view that the education system in Kosovo and Metohija was conditioned by the great inherited cultural and educational backwardness and the ethnic diversity of the population, the efforts of the educational policy are focused both on the development of the school network, the improvement of education, literacy, school education, as well as on drawing out the population from centuries of cultural and educational backwardness. Starting from this point of view, the basic task and content of the work is dedicated to the treatment of the problems of schooling and education in Peć and its surroundings from its beginning until 1907, which mainly related to a limited number of Serbian schools and education that was one-sided in its content. The emphasis was on a more detailed analysis of teaching work, attendance, number of pupils, teaching staff, conditions in which the educational process was carried out. The subject of the research is to open up many life questions, both questions about the development of education, and about the development of this region, which is somewhat neglected. One of the subjects of the research was to save the development of schooling from insidious and fatal oblivion as a source of preservation and development of the national and cultural identity of a people, guardian and promoter of civilizational achievements, universal and humanistic values.

ПРЕГЛЕД СРПСКИХ ПРОСВЕТНО-ШКОЛСКИХ ПРИЛИКА У ЈУЖНИМ ОБЛАСТИМА СТАРЕ СРБИЈЕ (1868–1876)

Education in Serbia in the southern areas of the Old Serbia is rooted deep into the past and is related to the existence of the Ohrid Archbishopric. With the death of the Serbian prince Mihailo Obrenović in 1868 and the coming to power of the Governorate, the Principality of Serbia set its national work in the Ottoman Empire on new foundations. The revolutionary way of acting was changed to cultural and educational work. The educational and school policy of the Principality of Serbia in the southern areas of the Old Serbia were realized through the Board for schools and teachers in the Old Serbia, Macedonia and Bosnia and Herzegovina, which operated between 1868 and 1876. Thus began the organized action of opening schools, sending teachers, school textbooks and books to those areas, financial assistance to the local church–school municipalities, schools and churches. In the southern areas of the Old Serbia, there were Serbian schools and teachers who worked independently of the Principality of Serbia and its assistance. With the founding of the Bulgarian Exarchate in 1870, education in Bulgaria, using the privileges of Miletus, strongly penetrated the area of southern Old Serbia. Until the outbreak of the Great Eastern Crisis, the Bulgarian Exarchate and the Principality of Serbia were rivals in the struggle for educational and school supremacy in the southern areas of the Old Serbia. Key words: Education–school policy, the Old Serbia, Exarchate, Board for schools and teachers.

Transformational leadership and teachers’ use of differentiated instruction in Serbian schools: investigating the mediating effects of teacher collaboration and self-efficacy

ABSTRACT Teachers around the world are expected to respect the diversity of students and differentiate instruction. Therefore, it is important to identify factors that are related to the use of differentiated instruction. The aim of this study was to examine the indirect effects of transformational school leadership on teachers’ use of differentiated instruction. Data were collected from 314 Serbian teachers who work in different school settings. Structural equation modelling with latent variables showed that teacher collaboration and self-efficacy had significant direct effects on the use of differentiated instruction. Transformational school leadership positively predicted differentiated instruction via teacher collaboration. Moreover, the obtained results revealed that both teacher collaboration and self-efficacy mediate the relationship between transformational school leadership and teachers’ use of differentiated instruction. Implications for educational policy and practice were discussed.

Antički i srpski junaci u srpskim udžbenicima istorije u XIX veku

History textbooks in the Serbian language used in Serbian schools during the 19th century had a specific form, appearance and purpose. The form and appearance of the textbook was different from today's textbooks, but we could see from the title, content or introduction of the textbook that it was used in the teaching process. Their content was also different from modern textbooks and the teaching units were adapted to the political situation in which the Serbian people found themselves then. Ancient and Serbian heroes had an important place in the teaching units of these textbooks, and in this paper we have presented several examples that show similarities and differences between them, as well as their role in the education of Serbian youth during the 19th century.

Pristupi u proučavanju odnosa porodice i škole - primeri Srbije i Australije

Strong communication and cooperation between the family and the school is one of the most important factors contributing to students' learning, identity and well-being. This research aimed to support Serbian policy makers and school authorities to engage more effectively with families as children transition to the first years of school. By drawing on the experiences of Serbian parents who live in Australia and Australian teachers, and considering contemporary educational literature on family-school engagement, it was hoped to identify strategies that might be employed to encourage Serbian school communities to strengthen communication with families and foster improved cooperation between parents and teachers in the early years of school. This study used a qualitative research approach (semi-structured questionnaires and follow-up interviews) to explore parents' and teachers' perceptions and experiences of building and sustaining family-school partnerships in each context. Analyses of Serbian parents' and teachers' views of family-school interactions during the transition-to-school period indicated that families had limited, if any, communication with the school and were rarely involved in their children's learning, including classroom activities and extracurricular events. Analyses of Australian parents' and teachers' perceptions of their transition-to-school engagement experiences indicated that communication and cooperation between family and school were common and frequent. The findings from this study identified a range of suggestions that Serbian schools might adopt to strengthen and sustain communication, engagement and cooperation with families, particularly during the period when children begin school.

Rad školskog pedagoga u vanrednim uslovima - pogled studenata pedagogije

The COVID-19 pandemic has led to numerous changes in the functioning of schools. Although their primary objective has been to ensure the conditions necessary for the uninterrupted unfolding of the process of school study in extraordinary circumstances, in the long term these changes can result in the need to reexamine well-established content and forms of cooperation within the school as well as between the school and its environment, and lead to the recognition of the need to reconceptualize the role of educationalists in schools. This paper analyzes the question of the school educationalist's role during the crisis resulting from the pandemic. After looking at the meaning and importance of cooperative relationships in schools, the paper briefly presents the provisions in the official regulations governing the functioning of schools and the work of educationalists in Serbian schools over the past two years, as well as the results of a study the aim of which was to examine school educationalists' views of school practice in that period. In a separate section of the paper, an overview is given of suggestions for school educationalists' possible activities aimed at providing assistance and support to students, teachers and parents in these extraordinary circumstances, which have been elaborated by pedagogy students as an assignment for the course Work Methodology of School Educationalists.

History of Serbian linguistic Russian studies in the opus of Academician Predrag Piper

The paper deals with the work of Academician Predrag Piper (1950-2021) on the historiography of Slavic science, primarily Serbian linguistic Russian studies. The works of other Russianists who dealt with this issue are pointed out, followed by Academician Piper?s contribution to this field in the domain of creating integral bibliographic descriptions for the time period from 1945 to 2000, as well as to the field of critical analysis and evaluation of research preoccupations and results of our Russianists from Radovan Kosutic till the end of the 20th century, as well as in terms of revision of previously accepted views on the beginning of teaching Russian in Serbian schools. It is stated that Academician Piper made an outstanding contribution to the historiography of Serbian linguistic Russian studies with the vast range of topics covered, variety of applied methods (chronological, personal, methodological, organizational approach), supporting all his arguments and statements with extensive bibliographic references and the ability to refute some views which had, prior to his research, been generally accepted in domestic and European Russian studies.

Serbian Atlases in the 19th and Early 20th Century

Abstract. Atlases published in the Serbian language in the 19th and early 20th century, with rare exceptions were used as an auxiliary teaching tool in geography and history classes. The aim of this paper is to point out all the atlases that were in use in Serbian schools until the beginning of the First World War. The analysis of the content of the atlases was performed and presented, and as well as the different methodologies used by the authors during the creation of the atlas. The connection between the geography curriculum and the content of the atlas was pointed out, in accordance with the changes in the geography curriculum during the time. In addition to school atlases, the first atlases, made by Jovan Cvijić, will be presented, which aimed to show maps that relate to a clearly defined topic and these were the first such atlases within the framework of Serbian cartography.

Ukidanje srpske osnovne škole u Skadru 1934.

After signing the treaties of Tirana, Albania became the representative of Italy for the Balkans. The activities directed toward the Kingdom of Yugoslavia were determined by Yugoslav and Italian relations, which were rather tense at that period. General negation of Yugoslav presence in Albania was evident in the area of education, and as a result, Serbian schools were closed in territories predominantly inhabited with Serbian people, under the pretext of carrying out reforms. The example of the Serbian elementary school in Shkodra best reflects the effects of Albanian education policy regarding ethnic minorities. Archives of Yugoslavia, department of the Ministry of Education, contains the file (pages of documents) related to this school. This paper is based on the mentioned file, as well as available general literature on Yugoslav Albanian relations.

Fractal Recursivity in Monolingual Nationalism: The Rejection of Hungarian in Serbian Ethno-Confessional Schools

Fractal Recursivity in Monolingual Nationalism: The Rejection of Hungarian in Serbian Ethno-Confessional Schools

Iz istorije osnovnog školstva u Mušutištu i Sredačkoj župi od osnivanja do 1912. godine

In the period from the end of the 18th century to 1912, being the last period of Turkish rule, the education system was built and completed more slowly than before, and it only partially belonged to the education system of the Ottoman Empire. Schools did not belong to the same school system because Turkish, Serbian and other schools coexisted at the time in Kosovo. Considering a wider and more general picture of the development of literacy in Kosovo and Metohija, it can be concluded that education had its ups and downs, changing periodically depending on social and political conditioning. The development of education in Musutiste and Sredska took place without continuity and under numerous difficulties. Regardless of this history and the combination of different circumstances, which slowed down its development in certain periods, it is justifiable to talk about the achievements of primary education in these parts. First, success is first and foremost reflected in creating the educational needs of children and their families and creating the necessary conditions to meet growing needs in a timely manner. Significant success is reflected in the readiness to allocate material resources for education and literacy. After the opening of the first secular school, the enrichment of the traditional and Orthodox value system in these parts follows. The school system in Mušutište and Sredskadepicts the chronology of events in the development of the school's function as an educational institution. Many events and happenings from the history of these schools will remain unknown, but at least, a part of the actions and memories will be torn from oblivion and further systematized into one whole. Therefore, the aim of this paper is to give guidance to future generations encouraging them to deal with the topic more thoroughly, so that one day these villages would serve as an example to other rural schools and urge them to start writing and publishing the history of their schools. Only then will all the values of the stay and survival of Serbs in Mušutište and Sredska be confirmed. The subject discussed in the paper is more important for the spiritual existence of the Serbian people, because it characterizes a continuous struggle for national, economic and cultural identity of the Serbs, the scuffle for national and individual survival, and every detail embodies a valuable effort to persevere in the harsh and despotic conditions of Turkish rule.

Regulisanje učiteljskih plata i overa svedočanstva na Kosovu i Metohiji u periodu od 1878. do 1912. godine

The position of the Serbian schools and teachers in Kosovo and Metohija was harsh and insecure due to constant attack and criticism from the Turks and Arbanasi. The Turkish government considered the teachers to be the people actively working on achieving Serbian national interests, and the schools were believed to be places where the utmost authority of the Turkish government and state is being constantly undermined. Educational politics sought to make schools places where students and bearers of national cultural prosperity are educated. Perceived this way, elementary school and conception of education and upbringing, instigated high demands from future educators. Teachers were required to be both transmitters of knowledge as well as the national workers and educators. Unable to start fundamental social changes, teachers focused their social work on awakening national consciousness and preserving school self-government based on the privileges of the Patriarchate and on informing the Consulate about all events in their area. Serbian government used their reports for official protests in front of Turkish Porta as well as for informing the world public about the position of their countrymen in Ottoman Empire. Thus, most of all, the Turkish state authorities challenged the work permit of Serbian schools. Teachers had to confirm their school diplomas before the competent authorities in the town of Skoplje, which fundamentally changed the social position of Serbian schools.

Features of Interrelation of Serbian and Ukrainian Accordion Schools

The purpose of the article of this article is to substantiation the peculiarities of the relationship of the education of Serbian accordionists and the specifics of the Ukrainian accordion school, as well as highlighting various aspects of training Serbian accordionists in music schools in Ukraine, features of training Serbian masters of an accordion in Ukraine, their participation in accordion skills competitions in Ukraine and abroad. Methodology. During the research, methods of analysis, synthesis, as well as a comparative method in the study of Ukrainian and Serbian accordion schools were used. Scientific Novelty. The methodical systems of classes used by Serbian teachers in teaching accordion playing technique are considered, including an individualized approach to determining the potential of each student at the initial stage of learning, taking into account the peculiarities of their psychological state, combining terms with the ability of music school students to speak publicly. There are differences in the teaching of accordion playing by graduates of Serbian and Ukrainian music schools. The latter are inclined to the principles of the Ukrainian teaching school, in particular, education of students' ability to work, ability to overcome difficulties, set tasks, and achieve their gradual implementation. Conclusions. The need to develop the relationship between the Serbian and Ukrainian schools of accordion art in the field of education was pointed out. Such conclusions were based on the fact that during the whole time of teaching Serbian students the skill of accordion playing in Ukraine there is a positive dynamic. Its detection is an increase in the number of students, the expansion of music specialties of domestic institutions of music education, and accordion training. Thus, the relationship between Ukrainian and Serbian education has a positive effect on the development of accordion art.

THE SERBIAN ORTHODOX CHURCH AND SERBIAN EDUCATION IN BOSNIA AND HERZEGOVINA IN THE LAST CENTURY OF OTTOMAN RULE

The origins of initial education of the Serbian people in Bosnia and Herzegovina are found in the Serbian Orthodox churches and monasteries. Monks and priests, although having a modest education, also worked as teachers besides their regular religious functions. The first students were young men, who were trained in the profession of priests. They usually inherited this position from their fathers. The initial courses were of a limited religious character and were not able to provide a broader education to students. Literacy obtained within the sphere of the church could not respond to the needs and spirit of the new age in the middle of the 19th century. Therefore, it was prominent and wealthy Serbian merchants that made a strong impact in establishing modern private schools. Most Serbian schools were financially supported by Serbia and Russia during that century, up until the Austro-Hungarian occupation. Serbian Orthodox church – school municipalities very often addressed Belgrade for help for reconstruction or building schools and churches. The foundation of Pelagic’s Seminary in Banja Luka in 1866 made a significant impact on the cultural progress of Serbs, especially those living in the area of Bosanska Krajina.

Politics, orthodoxy and arts: Serbian-Russian cultural relations in the 18th century

The complicated political and cultural position of the Serbs who migrated to the Habsburg Monarchy in the early eighteenth century caused the rise of popularity of Russian rulers, who were recognized as protectors of the Orthodox against religious persecution. Political ties were accompanied by a strong Russification of Serbian culture, which was carried out through the mass procurement of Russian liturgical books and the arrival of many Russian teachers to Serbian schools. Ukrainian painters who came to the Metropolitanate of Karlovci brought new forms of baroque religious painting and introduced changes in the structure of the iconostasis. The cult of the Romanov dynasty among Orthodox Serbs in Hungary was amplified by their numerous portraits and engravings.