Page 470 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 470
ija Zlatić and Jelena Stamatović
labuses of certain study courses. Many faculties of education in the afore-
mentioned European countries participate in non-institutional programs
and projects referring to entrepreneurship education.
System design of entrepreneurship education in Serbia is regulated by a
number of documents adopted in recent years: umbrella policy law of ed-
ucation in the Republic of Serbia (‘Zakon o osnovama sistema obrazovanja
i vaspitanja’ 2018); Strategy for the Development of Vocational Education
and Training in the Republic of Serbia (‘Strategija razvoja stručnog obrazo-
vanja u Republici Srbiji’ 2005); National Youth Strategy (‘Nacionalna strate-
gija za mlade’ 2008); Strategy for Development of Education in Serbia 2020
(‘Strategija obrazovanja u Republici Srbiji do 2020’ 2012), which presents the
role of education in initiating economic growth and social progress, develop-
ing the skills of comprehension and critical thinking, as well as encouraging
initiative, creativity and entrepreneurial spirit using teamwork and positive
social skills, which clearly shows that this document recognises the impor-
tance of entrepreneurship education; Memorandum of Understanding re-
ferring to design and implementation of the policy of lifelong entrepreneur-
ship education (‘Memorandum o razumevanju’ 2009); General Competency
Standards for Primary and Secondary Education (‘Obrazovni standardi za kraj
obaveznog obrazovanja’ 2010; ‘Pravilnik o opštim standardima postignuća za
kraj opšteg i stručnog srednjeg obrazovanja’ 2013).
The system approach to entrepreneurship education begins with the
adoption of the aforementioned documents and elaboration of the action
plans for implementation. The most visible changes in the implementation
of entrepreneurship education in Serbia can be observed in the field of sec-
ondary vocational education, contrary to gymnasiums and art schools. The
reform began in 2003 with the development of a curriculum, introduction
of new and redefinition of old study programs, and the introduction of the
Entrepreneurship course in several educational profile: agriculture and food
processing, healthcare and social protection, construction and geodesy, me-
chanical and electrical engineering. Teacher training for the implementation
of this course occurred simultaneously with the introduction of the course
in the curriculum (Čekić-Marković 2015).
In the field of higher education, entrepreneurial trend is present at faculties
of economics due to their native study field, faculties of technology and en-
gineering which have special courses focused on entrepreneurship and fac-
ulties of organisational sciences. When it comes to faculties of teacher educa-
tion, entrepreneurship education is scarce. In the formal sense, some teacher
education faculties offer master’s programs that study entrepreneurship in
470
labuses of certain study courses. Many faculties of education in the afore-
mentioned European countries participate in non-institutional programs
and projects referring to entrepreneurship education.
System design of entrepreneurship education in Serbia is regulated by a
number of documents adopted in recent years: umbrella policy law of ed-
ucation in the Republic of Serbia (‘Zakon o osnovama sistema obrazovanja
i vaspitanja’ 2018); Strategy for the Development of Vocational Education
and Training in the Republic of Serbia (‘Strategija razvoja stručnog obrazo-
vanja u Republici Srbiji’ 2005); National Youth Strategy (‘Nacionalna strate-
gija za mlade’ 2008); Strategy for Development of Education in Serbia 2020
(‘Strategija obrazovanja u Republici Srbiji do 2020’ 2012), which presents the
role of education in initiating economic growth and social progress, develop-
ing the skills of comprehension and critical thinking, as well as encouraging
initiative, creativity and entrepreneurial spirit using teamwork and positive
social skills, which clearly shows that this document recognises the impor-
tance of entrepreneurship education; Memorandum of Understanding re-
ferring to design and implementation of the policy of lifelong entrepreneur-
ship education (‘Memorandum o razumevanju’ 2009); General Competency
Standards for Primary and Secondary Education (‘Obrazovni standardi za kraj
obaveznog obrazovanja’ 2010; ‘Pravilnik o opštim standardima postignuća za
kraj opšteg i stručnog srednjeg obrazovanja’ 2013).
The system approach to entrepreneurship education begins with the
adoption of the aforementioned documents and elaboration of the action
plans for implementation. The most visible changes in the implementation
of entrepreneurship education in Serbia can be observed in the field of sec-
ondary vocational education, contrary to gymnasiums and art schools. The
reform began in 2003 with the development of a curriculum, introduction
of new and redefinition of old study programs, and the introduction of the
Entrepreneurship course in several educational profile: agriculture and food
processing, healthcare and social protection, construction and geodesy, me-
chanical and electrical engineering. Teacher training for the implementation
of this course occurred simultaneously with the introduction of the course
in the curriculum (Čekić-Marković 2015).
In the field of higher education, entrepreneurial trend is present at faculties
of economics due to their native study field, faculties of technology and en-
gineering which have special courses focused on entrepreneurship and fac-
ulties of organisational sciences. When it comes to faculties of teacher educa-
tion, entrepreneurship education is scarce. In the formal sense, some teacher
education faculties offer master’s programs that study entrepreneurship in
470
