Analiza sektora obrazovanja : 2015-2020.
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| 245 | 1 | 0 | |a Analiza sektora obrazovanja : 2015-2020. |c autorke Miriam Visser i Tinde Kovač-Cerović |
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| 264 | 1 | |a Podgorica |b Ministarstvo prosvjete Crne Gore | |
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| 500 | |a Auflage 300. - Literaturverzeichnis Seite 197-203 | ||
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SADRŽAJ SKRAĆENICE. 9 SPISAK SLIKA I TABELA. POJMOVNIK. 18 SAŽETAK. 21 UVOD.29 1 KONTEKST RAZVOJA SEKTORA OBRAZOVANJA. 31 1.1 Demografski, socioekonomski i makroekonomski kontekst.31 1.1.1 Demografski trendovi. 31 1.1.2 Socioekonomski pokazatelji. 35 1.1.3 Makroekonomski učinak u periodu 2010-2020. 37 1.2 Tržište rada i veza s obrazovanjem. 40 1.3 Organizacija sistema obrazovanja. 45 1.3.1 Regulatorna struktura i nacionalne
strategije i politike. 45 1.3.2 Pregled sistema obrazovanja. 45 1.3.3 Kontekst upravljanja sistemom obrazovanja. 48 1.4 Zaključci i preporuke. 50 2 ŠKOLSKA INFRASTRUKTURA, UPIS I UNUTRAŠNJA EFIKASNOST. 53 2.1 Školska infrastruktura i kapaciteti.53 2.1.1 Rano i predškolsko obrazovanje. 53 2.1.2 Osnovno obrazovanje . 57 2.1.3 Srednje obrazovanje. 59 2.2 Stopa upisa. 60 2.2.1 Bruto stopa upisa. 60 2.2.2 Neto stopa upisa. 62 2.2.3 Bruto stopa upisa u prvi razred osnovne
škole. 63 2.2.4 Uspješno završavanje osnovnog i srednjegobrazovanja. 64 2.2.5 Očekivano trajanje školovanja. 66 2.3 Unutrašnja efikasnost.67 2.3.1 Ponavljanje razreda. 67 2.3.2 Tranzicija između nivoa obrazovanja. 69 2.3.3 Stopa opstajanja u školi. 69 2.3.4 Koeficijent unutrašnje efikasnosti.71 11
2.4 Djeca van škole. 72 2.5 Zaključci i preporuke. 74 3 KVALITET I KAPACITET SISTEMA I UPRAVLJANJE. 77 3.1 Kvalitet i kapacitet sistema. 77 3.2 Procjena učenja učenika. 79 3.2.1 Postignuća učenika na međunarodnim studijama. 79 3.2.2 Postignuća učenika na nacionalnim ispitima i procjenama znanja i faktori. 87 povezani s postignućima učenika 3.3 Analiza kapaciteta sistema i njihova veza s ishodima učenja.92 3.3.1 Procjena efikasnosti sistema obrazovanja na osnovu rezultata PIŠA testiranja. 92 3.3.2 Analiza kapaciteta sistema za strateško unapređenje kvaliteta i pravičnosti obrazovanja. 96 3.4 Razvoj i upravljanje nastavnim kadrom. 98 3.4.1 Kvantitativni aspekti razvoja i upravljanja nastavnim kadrom.98 3.4.2 Kvalitativni aspekti razvoja i upravljanja nastavnim kadrom. 107
3.5 Zaključci i preporuke. 115 4 PRAVIČNOST. 117 4.1 Pravičnost u kontekstu rodnih, socioekonomskih i geografskih karakteristika. 118 4.1.1 Jednak pristup obrazovanju. 118 4.1.2 Pravičnost u postignućima u učenju. 125 4.2 Djeca s posebnim obrazovnim potrebama. 132 4.3 Romska i egipćanska djeca. 136 4.4 Djeca izbjeglice i migranti. 142 4.5 Zaključci. 144 4.5.1 Zaključak о razlikama u pogledu upisa, završavanja, napuštanja škole i nepohađanja škole 144 4.5.2 Zaključak u vezi s postignućima u učenju. 145 5TROŠKOVI I FINANSIRANJE. 147 5.1 Javni izdaci za
obrazovanje.147 5.1.1 Trendovi u pogledu javnih rashoda za obrazovanje. 147 5.1.2 Izdvajanje po nivoima obrazovanja.150 5.1.3 Potrošnja prema vrsti rashoda. 155 5.1.4 Izvršenje budžeta. 157 5.1.5 Školska infrastruktura. 158
5.1.6 Visoko obrazovanje. 160 5.2 Izvori finansiranja.161 5.2.1 Doprinos domaćinstava finansiranju obrazovanja. 161 5.2.2 Pravičnost u potrošnji. 162 5.3 Zaključci i preporuke. 164 6 UTICAJ PANDEMIJE KOVIDA-19. 167 6.1 Uticaj na zdravlje. 167 6.2 Uticaj na sistem obrazovanja. 168 6.2.1 Uticaj pandemije kovida-19 na kvalitet obrazovanja. 168 6.2.2 Obrazovanje na daljinu tokom vanrednih okolnosti izazvanih pandemijom kovida-19 u Crnoj Gori . 171 6.3 Uticaj krize izazvane pandemijom kovida-19 na pravičnost. 177 6.4 Uticaj na potrošnju Vlade Crne Gore. 180 6.5 Zaključci i
preporuke.183 7 ZAKLJUČCI I PREPORUKE. 185 7.1 Ključni nalazi. 185 7.2 Preporuke.192 8 BIBLIOGRAFIJA. 197 9 ANEKSI. 205 Aneks 1: Metodologija. 206 Aneks 2: Ključni indikatori.211 Aneks 3: Lista konsultovanih predstavnika zainteresovanih strana. 213 Aneks 4: Analiza infrastrukture osnovnih i srednjih škola. 216 Aneks 5: Dodatni pokazatelji unutrašnje efikasnosti. 222 Aneks 6: Mjere podrške učenicima i studentima.
224 Aneks 7: Opis postupaka prilikom zapošljavanja nastavnog kadra. 225
ANALIZA SEKTORA OBRAZOVANJA 2015-2020. ^ Bibliografija Smjernice za izradu Analize sektora obrazovanja: ■ UNESCO, The World Bank, UNICEF and the GPE, Education Sector Analysis, Methodological Guidelines (Analiza sektora obrazovanja, Metodološke smjernice), September 2014. https://www.globalpartnership.org/content/methodologicalguidelines-education-sector-analysis-volume-1 Zakoni i propisi Vlade Crne Gore: ■ Vlada Crne Gore, Opšti zakon о obrazovanju i vaspitanju („SI. list CG", br. 47/2017) ■ http://www.mps.gov.me/ResourceManager/FileDownload. aspx?rid=219402 rType=2 file=Zakon о osnovnom obrazovanju i vaspitanju Crne Gore lek (1).docx ■ Vlada Crne Gore, Opšti zakon о obrazovanju i vaspitanju, 2017 ■ Vlada Crne Gore, Zakon о visokom obrazovanju, 2017. http://www.mpin.gov.me/ ResourceManager/FileDownload.aspx?rid=286918 rType=2 file=Law%20on%20 Higher%20Education.docx ■ Zakon о gimnaziji, 2017. http://www.mps.gov.me/ResourceManager/FileDownload. aspx?rid=282601 rType=2 file=Zakon о gimanziji.pdf ■ Vlada Crne Gore, Zakon о stručnom obrazovanju, 2017. http://www.cso.gov.me/ ResourceManager/FileDownload.aspx?rid=313008 rType=2 file=Zakon%20o%20 strucnom%20obrazovanju%202017.pdf ■ Vlada Crne Gore, Zakon о budžetu, 2020. http://www.lexonline.paragraf.me/mne/ documents/Old/2019/c2019_074/c2019_074_001 _pO1.pdf - Vlada Crne Gore, Zakon о radu, 2008. („SI. list CG", br. 49/08, 26/09, 88/9, 26/10, 59/11, 66/12,31/14, 53/14 i 4/18) ■ Vlada Crne Gore, Zakon о radu, 2020. („SI. list CG", br. 74/19) ■ Vlada Crne Gore, „SI. list CG", br. 062/19, Pravilnik о načinu ocjenjivanja učenika u
osnovnoj školi ■ Vlada Crne Gore, „SI. list CG" br. 66 od 19. 11. 2010. godine, 41/13, Normativi i standardi za sticanje sredstava javnih prihoda za ustanove koje realizuju javno važeće obrazovne programe Skupovi podataka: ■ Podaci EuroStata (https://ec.europa.eu/eurostat/databrowser/view/tessi190/default/ table?lang=en) ■ EU-SILC, Anketa о prihodima i životnim uslovima (EU-SILC), podaci za 2019. (verzija od 23. aprila 2021) ■ Vlada Crne Gore, MR finansijski podaci preuzeti iz Izvještaja о rashodima 2015-2020. ■ Vlada Crne Gore, MZOŠ, podaci о obrazovanju preuzeti iz Obrazovnog informacionog sistema Crne Gore (MEIS) 197
ANALIZA SEKTORA OBRAZOVANJA 2015-2020. ■ Vlada Crne Gore, Ministarstvo finansija, Izvještaji о rashodima 2015-2020. ■ Vlada Crne Gore, Uprava za statistiku (MONSTAT), različiti skupovi podataka, posredstvom https://www.monstat.org/eng/index.php . ■ IOM, podaci о migracijama, posredstvom https://migrationdataportal. org/?i=netmigrate t=2020 cm49=499 ■ UNDP, Pokazatelji humanog razvoja 2019, posredstvom http://hdr.undp.org/en/ indicators/4510667 ■ UNICEF, Istraživanje višestrukih pokazatelja 2013. https://www.unicef.org/montenegro/ en/reports/montenegro-multiple-indicator-cluster-survey-2013 ■ UNICEF, Istraživanje višestrukih pokazatelja 2018. https://www.unicef.org/montenegro/ statisticki-pregled-mics-2018 ■ Svjetska zdravstvena organizacija, Podaci о pandemiji kovida-19 ■ Svjetska banka, baza podataka pokazatelja razvoja Svjetske banke https://data. worldbank.org/indicator/SE.ADT. LITR.ZS?view=map year=2018 Reference: ■ American Rescue Plan Act of 2021 {Američki Zakon о planu za spas američke ekonomije iz 2021) (ARPA) ■ Azorin, C. (2020). Beyond COVID-19 supernova. Is another education coming? (Nakon supernove kovida-19. Dolazi li doba novog obrazovanja?) Journal of Professional Capital and Community. DOI: 10.1108/JPCC-05-2020-0019 ■ Cerna, L. (2019), Refugee education: Integration models and practices in OECD countries (Obrazovanje izbjeglica: modeli integracije i prakse u zemljama OECD-a), OECD Education Working Papers, No. 203, OECD Publishing, Paris, https://doi.org/10.1787/ a3251a00-en. ■ Dmitrović, D. Radović, Μ. TIMSS 2019. u Crnoj Gori. Objava rezultata (materijal
pripremljen za prezentaciju). Ispitni centar Crne Gore ■ Dmitrović, D. (2016?). PIŠA 2015. u Crnoj Gori: Rezultati. Podgorica: Ispitni centar ■ Dovigo, F (Ed.). 2018. Challenges and opportunities in education for refugees In Europe: From research to good practices (Izazovi i prilike u obrazovanju za izbjeglice u Evropi: Od istraživanja do dobre prakse) Leiden/Boston: Brill Sense ■ Dweck, C. S. (2008). Mindset: The new psychology of success (Mentalni sklop: Nova psihologija uspjeha). Random House Digital, Inc. ■ European Commission, Commission Staff Working Document, Economic Reform Programme of Montenegro (2019-2021), Commission Assessment (Radni dokument osoblja Komisije, Program ekonomskih reformi Crne Gore (2019-2021), Procjena Komisije) ■ European Commission, EACEA/Eurydice (2013), Key Data on Teachers and School Leaders in Europe (Ključni podaci о nastavnicima i školskim liderima u Evropi). 2013. Edition. Eurydice Report. Luxembourg: Publications Office of the European Union. 198
ANALIZA SEKTORA OBRAZOVANJA 2015-2020. European Commission, EACEA/Eurydice (2015), The Teaching Profession in Europe: Practices, Perceptions, and Policies (Nastavnička profesija u Evropi: prakse, percepcije i politike]. Eurydice Report. Luxembourg: Publications Office of the European Union. European Commission, EACEA/Eurydice (2019), Key Data on Early Childhood Education and Care in Europe - 2019 Edition (Ključni podaci о obrazovanju i staranju u ranom djetinjstvu u Europi - izdanje za 2019. godinu). Eurydice Report. Luxembourg: Publications Office of the European Union. Evropska komisija, Izvještaj о napretku Crne Gore za 2019. European Training Foundation, Skills Mismatch Measurement in Montenegro (Mjerenje neusklađenosti vještina u Crnoj Gori), 2019. Fullan, Μ. (1992). Teacher Development and Educational Change (Profesionalni razvoj nastavnika i obrazovne promjene) Fullan, Μ. (2007). The new meaning of educational change (Novo značenje obrazovne promjene). Routledge. Garcia, E. Weiss, E. (2020). COVID 19 and student performance, equity, and U.S. education policy: Lessons from pre-pandemic research to inform relief, recovery, and rebuilding (Pandemija kovida-19 i učinak učenika, jednakost i obrazovna politika SAD: Lekcije iz istraživanja prije pandemije za pružanje pomoći, oporavak i obnovu). Economic Policy Institute. Vlada Crne Gore, Zavod za školstvo, Standardi kompetencija za nastavnike i direktore u vaspitno-obrazovnim ustanovama, 2016. Vlada Crne Gore, Program ekonomskih reformi za Crnu Goru 2020-2022. Vlada Crne Gore, Ispitni centar Crne Gore. Rezultati PIŠA 2018.
u Crnoj Gori. Nacrt izvještaja. Vlada Crne Gore, Ministarstvo prosvjete, Nacrt Strategije ranog i predškolskog vaspitanja i obrazovanja djece u Crnoj Gori 2012-2024. Vlada Crne Gore, Ministarstvo prosvjete, Nacrt Strategije ranog i predškolskog vaspitanja i obrazovanja djece u Crnoj Gori 2020-2025. Vlada Crne Gore, Ministarstvo prosvjete, Protokol о suzbijanju ranog napuštanja školovanja, 2017. Vlada Crne Gore, Ministarstvo prosvjete, Strategija ranog i predškolskog vaspitanja i obrazovanja u Crnoj Gori 2021-2025 s Akcionim planom, Podgorica, 2021. https://www. gov.me/clanak/strategija-ranog-i-predskolskog-vaspitanja-i-obrazovanja-2021-2025-saakcionim-planom Vlada Crne Gore, MOESCS, Strategija inkluzivnog obrazovanja u Crnoj Gori 2019- 2025, Podgorica, 2019. http://www.mpin.gov.me/ResourceManager/FileDownload. aspx?rld=363254 rType=2 Vlada Crne Gore, MP Strategija obrazovanja nastavnika u CG 2017-2024, https://mps. gov. m e/b i b I i ote ka/st rateg i j e Vlada Crne Gore, Ministarstvo finansija, Program reforme upravljanja javnim finansijama 2016-2020, https://www.gov.me/dokumenta/b332d73c-a394-4718-a298-100d71750d79 i godišnji izvještaji
ANALIZA SEKTORA OBRAZOVANJA 2015-2020. ■ Vlada Crne Gore, Ministarstvo finansija, Izvještaj о javnom dugu države Crne Gore na dan 31.12. 2020. ■ Vlada Crne Gore, Ministarstvo za ljudska i manjinska prava (2016), Strategija za socijalnu inkluziju Roma i Egipćana u Crnoj Gori (2016-2020) ■ Vlada Crne Gore, Nacionalna strategija održivog razvoja i turizma Crne Gore do 2030. godine, 2017. ■ Griffith, Μ. (2021 ). An Unparalleled Investment in U.S. Public Education: Analysis of the American Rescue Plan Act of 2021 (Investicija bez premca u sistem javnog obrazovanja SAD: Analiza Zakona о američkom planu spašavanja iz 2021). Learning Policy Institute. https://learningpolicyinstitute.org/blog/covid-analysis-american-rescue-plan-act-2021 ■ Hattie, J., Yates, G. С. (2013). Visible learning and the science of how we learn (Vidljivo učenje i nauka о tome kako učimo). Routledge. ■ IMp (2019), Article IV consultation, country report No. 19/293 (Konsultacije u vezi sa članom IV Izvještaj о zemlji br. 19/293) • Kirsch, C., Engel de Abreu, R Μ. J., Neumann, S., Wealer, C, Brazas, K., Hauffels, I. (2020). Subjective well-being and stay-at-home-experiences of children aged 6-16 during the first wave of the COVID-19 pandemic in Luxembourg: A report of the project COVID- Kids (Subjektivno blagostanje i iskustvo boravka kod kuće djece uzrasta 6-16 godina tokom prvog talasa pandemije kovida-19 u Luksemburgu: Izvještaj projekta COVID-Kids). University of Luxembourg. ■ Kovacs Cerović,T. (2020). Minority education in forced migration: Education of migrants and vulnerable groups - trauma or protective
factor? (Obrazovanje manjina u uslovima prisilne migracije: Obrazovanje migranata i ranjivih grupa - trauma ili zaštitni faktor?) In: A. Hamburger, V. Volkan C. Mancheva (Eds): Social trauma: An interdisciplinary textbook. Springer. ■ Kovacs-Cerovic, T, Vizek-Vidovic, V, Powell, S. (2010). Parent participation in the life of schools in South East European countries (Učešće roditelja u životu škola u zemljama jugoistočne Evrope). Ljubljana: Center for Education Policy Studies ■ Lalović, Z. (u štampi). Ocjenjivanje u službi razvoja učenika i unapređenja nastave i učenja u školama. Vodič. Podgorica: Zavod za školstvo. ■ Maldonado, J., De Witte, К. (2020). The effect of school closures on standardised student test(Uticajzatvaranja škola na standardizovano testiranje učenika). FEB Research Report Department of Economics. ■ MPS Crne Gore, Izvještaj о sprovođenju strategije ranog i predškolskog vaspitanja i obrazovanja u Crnoj Gori 2016-2020. ■ Nikolić-Vučinić A. i dr. (2019). Rezultati PIŠA 2015.1 preporuke za unapređenje obrazovne politike. Podgorica: Ministarstvo prosvjete Crne Gore i UNICEF ■ OECD (2018), country note Montenegro, Programme for International Student Assessment (PISA) results (Podaci za Crnu Goru, Rezultati Programa za međunarodnu procjenu znanja učenika (PIŠA)) https://www.oecd.org/pisa/publications/PISA2018_CN_ MNE.pdf 200
ANALIZA SEKTORA OBRAZOVANJA 2015-2020. OECD, (2019), TALIŠ 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners (Rezultati TALIS 2018 (tom I): Nastavnici i školski lideri kao cjeloživotni učenici), TALIŠ, OECD Publishing, Paris, https://doi.org/10.1787/1d0bc92a-en OECD, (2019), The Road to Integration: Education and Migration (Put ka integraciji: obrazovanje i migracije), OECD Reviews of Migrant Education, OECD Publishing, Paris, https://d0i.0rg/l0.1787/d8ceec5d-en. OECD, (2020), Education at a Glance 2020 (Kratak pregled obrazovanja и 2020), https:// www.oecd-ilibrary.org/education/education-at-a-glance-2020_315d95e6-en OECD, (2020), Education at a glance (Kratak pregled obrazovanja) OECD, (2020), Strengthening online learning when schools are closed: The role of families and teachers in supporting students during the COVID-19 crisis (Jačanje učenja putem interneta tokom zatvaranja škola: Uloga porodice i nastavnika u podršci učenicima tokom krize izazvane pandemijom kovida-19) preuzeto 13. 10. 2020, sa http://www. oecd.org/coronavirus/policy-responses/strengthening-online-learning-when-schools-areclosed-the-role-of-families-and-teachers-in-supporting-students-during-the-covid-19-crisis- c4ecba6c/ OECD, (2020), Schooling Disrupted, Schooling Rethought: How the Covid-19 pandemic is changing education (Prekinuto školovanje, iznova osmišljeno školovanje: kako pandemija kovida-19 mijenja obrazovanje). OECD, Public spending on childcare and early education (Javna izdvajanja za ranu brigu i obrazovanje), posredstvom:
https://www.oecd.org/els/soc/PF3_1_Public_spending_on_ childcare_and_early_education.pdf OECD, (2021), The COVID-19 crisis in the Western Balkans Economic impact, policy solutions and short-term sustainable solutions (Kriza izazvana pandemijom kovida-19 na Zapadnom Balkanu. Ekonomski uticaj, politička rješenja i kratkoročna održiva rješenja). https://www.oecd.org/south-east-europe/COVID-19-Crisis-Response-Western-Balkans. pdf Pavlović-Breneselović, D., Krnjaja, Ž. (2012): Perspektiva vaspitača о profesionalnom usavršavanju sa stanovišta sistemske koncepcije profesionalnog razvoja, Andragoške studije, str. 145-162. Pelikan, E. R., Lüftenegger, Μ., Holzer, J., Korlat, S., Spiel, С., Schober, В. Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence (Učenje tokom pandemije kovida-19: uloga samoregulisanog učenja, motivacije i odlaganja za percipiranu kompetenciju). Zeitschrift für Erziehungswissenschaft, Advance online publication, https://doi.org/10.1007/s11618021-01002-x Pešikan, A. Lalović, Z. (2017), Obrazovanje za život: ključne kompetencije za 21. vijek u kurikulumima u Crnoj Gori. Podgorica: UNICEF Reimers, F. Μ., Schleicher, A. (2020), Schooling disrupted, schooling rethought: How the Covid-19 pandemic is changing education (Prekinuto školovanje, iznova osmišljeno školovanje: kako pandemija kovida-19 mijenja obrazovanje). OECD. 20*1 “
ANALIZA SEKTORA OBRAZOVANJA 2015-2020. ■ Save the Children, (2020), The hidden impact of Covid-19 on child protection and wellbeing (Skriveni uticaj pandemije kovida-19 na zaštitu i dobrobit djece) https:// resourcecentre.savethechildren.net/node/18174/pdf/the_hiddenjmpact_of_covid-19_on_ child_protection_and_wellbeing.pdf ■ Sistem UN u Crnoj Gori, Izvještaj о brzoj procjeni socijalnog uticaja epidemije kovida-19 u Crnoj Gori, april-jun 2020. i septembar 2021. https://montenegro.un.org/en/90471report-rapid-social-impact-assessment-covid-19-outbreak-montenegro-april-june-2020 ■ UNDP, (2020), Human Development Report 2020 (Izvještaj о humanom razvoju) 2020. http://hdr.undp.org/en/2020-report ■ UNDP, (2020), Procjena uticaja COVID-a-19 na poslovni sektor i perspektive rasta ekonomije Crne Gore, jun 2020. https://montenegro.un.org/en/54399-assessment- impact-covid-19-business-sector-and-growth-prospects-montenegrin-economy ■ UNESCO, International Standard Classification of Education, (ISCED 2011) (Međunarodna standardna klasifikacija obrazovanja, (ISCED 2011)) posredstvom http://uis.unesco.org/ sites/default/files/documents/international-standard-classification-of-education-isced2011-en.pdf ■ UNICEF, (2014). Analiza uticaja politika - pružanje dodatne podrške učenicima iz osetljivih grupa u preduniverzitetskom obrazovanju. Beograd: UNICEF i SIPRU. ■ UNICEF (2015), Ethical standards In research, analysis and data collection (Etički standardi u istraživanju, analizi i prikupljanju podataka), New York, 2015. ■ UNICEF, (2017). Improving Education Participation. Policy and Practice
Pointers for Enrolling All Children and Adolescents in School and Preventing Dropout (Pospješivanje participacije u obrazovanju. Smjernice za politiku i praksu upisa sve djece i adolescenata u školu i prevenciju ranog napuštanja školovanja) UNICEF Series on Education Participation and Dropout Prevention, Volume 2. Geneva: UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent State ■ UNICEF (2 019), Strategija za ostvarivanje prava djeteta 2019-2023. https://www.unicef. org/montenegro/media/11026/file/MNE-media-IVINEpublication331.pdf ■ UNICEF, (2020), Carraro, A., Gavrilović, Μ., Novković, Μ., Stanišić, S„ Smolović, D„ (2020). Višedimenzionalno siromaštvo djece u Crnoj Gori - Razumijevanje kompleksne stvarnosti djece koja žive u siromaštvu primjenom pristupa mješovitih metoda, Kancelarija UNICEF-a za istraživanje - Innocenti i predstavništvo UNICEF-a u Crnoj Gori. UNICEF, (2020), Izgradnja obrazovnih sistema koji će biti spremni da odgovore na ■ krizu tokom i nakon pandemije kovida-19. Regionalna kancelarija UNICEF-a za Evropu i Centralnu Aziju 202 ■ UNICEF i MP (2019), Strategija inkluzivnog obrazovanja u Crnoj Gori 2019-2025. https:// www.unicef.org/montenegro/media/7876/file/MNE-media-MNEpublication312.pdf ■ UNICEF Crne Gore i Ministarstvo prosvjete Crne Gore, (2016) Strategija ranog i predškolskog vaspitanja i obrazovanja u Crnoj Gori 2016-2020, https://www.unicef.org/ montenegro/en/reports/strategy-early-and-preschool-education-montenegro-2016-2020
ANALIZA SEKTORA OBRAZOVANJA 2015-2020. World Bank, (2019), Implementation and Completion Report of the Higher Education and Research for Innovation and Competitiveness Project {Izvještaj о implementaciji i završetku projekta „Visoko obrazovanje i istraživanja za inovacije i konkurentnost"), Decembar 2019. World Bank, (2020), The Economic and Social Impact of COVID-19 : Poverty and Household Welfare. Western Balkans Regular Economic Report; no. 17 (Ekonomski i društveni uticaj pandemije kovida-19: siromaštvo i dobrobit domaćinstava. Redovni ekonomski izvještaj za Zapadni Balkan; br. 17). Washington, D.C.: World Bank Group. http://documents.worldbank.org/curated/en/236311590680555002/The-Economic-andSocial-lmpact-of-COVID-19-Poverty-and-Household-Welfare World Bank, (2020), The Economic and Social Impact of COVID-19 : Education. Western Balkans Regular Economic Report; no. 17 (Ekonomski i društveni uticaj pandemije kovida-19: obrazovanje. Redovni ekonomski izvještaj za Zapadni Balkan br. 17) Washington, D.C. http://documents.worldbank.org/curated/en/932621590693246041/ The-Economic-and-Social-lmpact-of-COVID-19-Education World Bank, (2020), The Economic and Social Impact of COVID-19. Education. Western Balkans regular economic report No. 17 (Ekonomski i društveni uticaj pandemije kovida-19: obrazovanje. Redovni ekonomski izvještaj za Zapadni Balkan br. 17) Spring 2020 http://documents.worldbank.org/curated/en/932621590693246041/The-Economicand-Social-Impact-of- COVID-19-Education World Bank, (2021), Global Economic Prospects (Globalni ekonomski izgledi), January 2021 Zhao, Y.
(2020). COVID-19 as a Catalyst for Educational Change (Pandemija kovida-19 kao katalizator obrazovnih promjena). Prospects, 1-5. doi:10.1007/s11125-020-09477-y. 203 |
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| spellingShingle | Visser, Miriam Kovač-Cerović, Tinde, 1954– Analiza sektora obrazovanja : 2015-2020. Bildungswesen (DE-588)4006681-2 gnd |
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| title | Analiza sektora obrazovanja : 2015-2020. |
| title_auth | Analiza sektora obrazovanja : 2015-2020. |
| title_exact_search | Analiza sektora obrazovanja : 2015-2020. |
| title_exact_search_txtP | Analiza sektora obrazovanja : 2015-2020. |
| title_full | Analiza sektora obrazovanja : 2015-2020. autorke Miriam Visser i Tinde Kovač-Cerović |
| title_fullStr | Analiza sektora obrazovanja : 2015-2020. autorke Miriam Visser i Tinde Kovač-Cerović |
| title_full_unstemmed | Analiza sektora obrazovanja : 2015-2020. autorke Miriam Visser i Tinde Kovač-Cerović |
| title_short | Analiza sektora obrazovanja : 2015-2020. |
| title_sort | analiza sektora obrazovanja 2015 2020 |
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